Teacher professional development for Teaching at the Right Level (TaRL) in Zanzibar: survey data and analysis code

De-identified survey data and complete analysis code for a cross-sectional study of 220 primary school teachers implementing Teaching at the Right Level (TaRL) across all 25 government primary schools of Zanzibar's government-led pilot, United Republic of Tanzania.The dataset covers the quality of initial TaRL training (10 items), the rated effectiveness of seven forms of ongoing professional development, fifteen implementation challenge factors, four school-support items, and teachers' perceived impact of the approach on their practice and their students' learning (7 items), together with background characteristics and two multi-select items on professional development needs and preferred support mechanisms.The code reproduces every statistic, table and figure in the associated manuscript: scale reliabilities, intraclass correlations by school, a hierarchical regression on perceived impact estimated with CR2 cluster-robust standard errors and checked against a random-intercept multilevel model, a comparison of four alternative causal orderings using a school-level bootstrap, parallel analysis of scale dimensionality, and the five figures. Running code/00_run_all.py regenerates the complete output log in a few minutes.School names have been replaced with codes assigned in a fixed pseudo-random order; the mapping is held by the first author and is not distributed. Two open-ended Kiswahili items are withheld because free-text responses can identify individuals.See CODEBOOK.md for every variable and item wording, and README.md for thede-identification procedure and its residual limits.Code is released under the MIT Licence; data and documentation under CC BY 4.0.