De-identified Dataset for a Model-Based Person-Centred Analysis of Technology Integration Readiness among Nigerian Educators

This dataset includes de-identified quantitative data used to investigate technology integration readiness profiles of Nigerian educators. The dataset was created to facilitate a model-based person-centred analysis of how institutional technology exposure, objective knowledge of the Technological Pedagogical Content Knowledge framework, technological self-efficacy and technology implementation orientation combine to form distinct readiness profiles. The dataset comprises responses by 261 educators in Nigeria and consists of variables of institutional technology exposure, technological self-efficacy, technology implementation orientation, objective TPACK knowledge, self-rated TPACK confidence and selected demographic/contextual characteristics. The four core profile indicators for the analysis were institutional technology exposure, objective TPACK knowledge, technological self-efficacy, and technology implementation orientation. All four indicators had the full data for the 261 respondents. Three multi-item indicators were created as composite mean scores. Retained institutional exposure items were used to assess institutional technology exposure and had acceptable internal consistency, α = .750. Technological self-efficacy demonstrated good internal consistency, α = .812. Also technology implementation orientation showed acceptable internal consistency, α =.747. Objective TPACK knowledge was retained as an observed score, not a composite Likert-type score. The dataset also includes the last profile membership variable obtained from the model-based profile analysis. The solution that was retained identified three profiles of readiness for technology integration: educators with low readiness, institutionally enabled implementers and self-efficacious moderate-readiness educators. The final profile solution classified 64 respondents into Profile 1, 110 respondents into Profile 2 and 87 respondents into Profile 3. The dataset may be of interest to researchers in the fields of educational technology, teacher professional development, TPACK, technology integration readiness, person-centred analysis, Gaussian mixture modelling, and technology-supported teaching in the Nigerian or similar educational contexts. It can also be used for secondary analysis, methodological replication, comparison studies, and teaching demonstrations of profile analysis using educational data. All direct personal identifiers were removed before the data were shared. The dataset is for scholarly, educational and non-commercial use only, with due citation of the dataset and the associated article.