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.