Dataset on personal characteristics as correlates of teachers’ awareness on learning disabilities

This data was gather for a study that sought to investigate personal characteristics as correlates of teachers’ awareness on learning disabilities in primary schools in Calabar Municipality of Cross River State, Nigeria. The study was guided by five research questions and five hypotheses; the data was generated using researchers-developed questionnaire titled “Awareness on Learning Disabilities Questionnaire” (ALDQ). Section A of the instrument gathered demographic information about the respondents, while Section B was a 10 item section which sought to establish the level of awareness of primary school teachers on the concept of learning disability. The section B had Very True, True, Untrue and Very Untrue as the response options, with scoring 4, 3, 2 and 1 respectively.

The datasheet is presented using the coding of the items on the questionnaire. Males and females were coded 1 and 2, teaching experiences were coded 1,2,3 and 4, for 1-5years, 6-10years, 11-15years, and above 15years respectively. Educational qualifications of the students were coded 1 for NCE, 2 for BEd, 3 for B.Sc/B.A/HND, 4 for MEd and 5 for PhD. On professional status of the respondents, 1 was used for those that had a certificate/degree in education, while 2 was used as the code for those that do not. Items 1 to 10 on the datasheet represent the 10 items on section B of the questionnaire.

The findings of the study showed that, generally, the level of teachers’ awareness on learning disability was significantly low. The findings also indicated that while professional status had no influence on the level of teachers’ awareness on learning disability, other personal characteristics of teachers including gender, educational qualification and teaching experience had significant influence on teachers’ level of awareness on learning disability.

本数据集采集自一项旨在探究尼日利亚克罗斯河州卡拉巴尔市小学教师对学习障碍（Learning Disabilities）认知水平与个人特征相关性的研究。本研究设定了5个研究问题与5条研究假设，数据通过研究者编制的《学习障碍认知调查问卷》（Awareness on Learning Disabilities Questionnaire，ALDQ）收集生成。该问卷分为两个部分：A部分用于收集受访者的人口统计学信息；B部分包含10个条目，用于评估小学教师对学习障碍概念的认知水平，其作答选项为"非常符合、符合、不符合、完全不符合"，对应计分依次为4、3、2、1分。

本数据表严格遵循调查问卷的条目编码规则编制。其中，性别编码规则为：男性记为1，女性记为2；教龄编码规则为：1对应1-5年、2对应6-10年、3对应11-15年、4对应15年以上；受访者学历层次编码为：1代表国家教育证书（NCE），2代表教育学士学位（BEd），3代表理学学士/文学学士/高等国家文凭（B.Sc/B.A/HND），4代表教育硕士学位（MEd），5代表博士学位（PhD）；职业资质编码规则为：1代表持有教育类相关证书或学位，2代表未持有相关资质。数据表中条目1至10对应调查问卷B部分的10个测评条目。

本研究结果显示，整体而言小学教师对学习障碍的认知水平显著偏低。同时研究表明，教师的职业资质对其学习障碍认知水平无显著影响，而性别、学历层次与教龄等其余个人特征均对教师的学习障碍认知水平存在显著影响。