K-12 Teachers’ Self-Efficacy to Teach Through Blended Learning

Description

This dataset accompanies the study “Predicting K-12 Teachers’ Self-Efficacy to Teach Through Blended Learning: A Hierarchical Regression Analysis of TPACK, Outcome Expectancy, and Perceived Satisfaction.” The study examined factors associated with K-12 teachers’ self-efficacy to teach through blended learning environments in Saudi Arabia. The dataset contains anonymized questionnaire data collected from 737 K-12 teachers in Saudi Arabia between November 2024 and February 2025. The questionnaire measured teachers’ self-efficacy to teach through blended learning, blended learning background variables, technological pedagogical content knowledge (TPACK), outcome expectancy, perceived satisfaction, and demographic characteristics. The main questionnaire items were measured using a five-point Likert scale, with higher scores indicating stronger agreement with the measured construct. The study was guided by social cognitive theory and the TPACK framework. The main research hypothesis was that blended learning background variables, TPACK, outcome expectancy, and perceived satisfaction would explain teachers’ self-efficacy to teach through blended learning beyond demographic characteristics. A theory-driven hierarchical multiple regression analysis was conducted in four blocks: demographic variables, blended learning background variables, TPACK, and cognitive-perceptual variables. The data show that the final hierarchical regression model explained 54.6% of the variance in teachers’ self-efficacy to teach through blended learning. Demographic variables alone did not significantly explain teachers’ self-efficacy. Blended learning background variables added significant explanatory power, especially prior blended learning teaching experience and belief that blended learning enhances educational outcomes. TPACK produced the largest increase in explained variance and was the strongest predictor. Outcome expectancy and perceived satisfaction also made significant positive contributions in the final model, while formal blended learning training was not a significant predictor after other variables were controlled. The dataset can be used to reproduce the descriptive statistics, reliability analyses, construct correlations, validity checks, regression diagnostics, and hierarchical regression results reported in the manuscript. It may also be useful for researchers interested in teacher self-efficacy, blended learning implementation, TPACK, technology-supported instruction, teacher readiness, and digital learning in K-12 education. All data are anonymized. No personally identifying information is included. The study received ethical approval from the Institutional Review Board of King Saud University, Riyadh, Saudi Arabia, Approval No. KSU-HE-22-686, approved in 2024.

Institutions

• King Saud University

  Riyadh Region, Riyadh

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