Master Analysis Table

This dataset contains the underlying raw data for a Q-methodological study exploring the subjective pedagogical orientations of social studies educators (N=45) toward digital citizenship. As digital technologies increasingly mediate civic life, this research investigates how both pre-service (N=22) and in-service (N=23) teachers prioritize competing commitments—such as security, functional production, and critical inquiry—within technology-mediated learning environments.

The dataset includes:

Participant Demographics: Anonymized profiles of educators, including their group status, professional seniority (categorized as 1-5, 6-10, 11-15, and 16+ years), settlement units, and prior digital citizenship training.

Raw Q-Sort Matrix: The primary data matrix where 45 participants rank-ordered 40 theoretical statements about digital citizenship using a forced quasi-normal distribution (ranging from -4 to +4).

The Q-Set: A comprehensive list of the 40 statements utilized in the study, categorized into four theoretical dimensions: (a) Traditional and Basic Skills, (b) Critical Consciousness and Inquiry, (c) Democratic Participation and Activism, and (d) Pedagogy and Teacher Roles.

The data reveal three distinct pedagogical factors: a "functional-production" orientation, a "normative-protectionist" orientation, and a "critical-inquiry" orientation. Notably, the dataset provides empirical evidence of a developmental shift, with experienced teachers demonstrating a higher alignment with critical-inquiry stances compared to the protectionist reflex observed in teacher candidates.

Methodology: The data were analyzed using Python (Scikit-learn) for factor extraction and Z-score calculation. This repository serves to ensure the transparency and reproducibility of the study's findings.

Ethical Statement: Institutional ethics approval was granted by the Balıkesir University Ethics Committee (Decision No: 2025/11-58).