Data collection methods

Various data collection methods were applied within this study. Semi-structured interviews were used as the primary data collection technique in conjunction with observational field notes. Analysis of written documents was the secondary data collection tool. The following sub-sections discuss the approaches of the researcher in collecting data to answer the research questions.

3.3.1.1 Semi-structured interviews

A semi-structured interview is a verbal exchange of information between two persons for the primary purpose of one person gathering information from the other (Pole and Lampard, 2002). The researcher selected and employed the semi- structured interview as the main tool because it offered participants latitude to express their experiences, thoughts, feelings, and views regarding how they addressed factors affecting their morale (Lauer, 2006).

Descombe (2003, p.113) confirms that semi-structured interviews allow interviewees to “speak their minds” and to “lend themselves to in-depth investigations”, particularly with regard to personal accounts of experiences and feelings. Since the researcher’s aim was not to generalise the empirical research findings, semi-structured interviews assisted in achieving an in-depth understanding and insight of the phenomenon, particularly the way in which participants viewed their challenges (McMillan & Schumacher, 2006).

This technique of data collection was applied when gathering information from the participants. Having prepared questions in advance, the technique was most appropriate in the sense that all participants were asked similar questions though not necessarily in the same order. Horton, Macve and Struyven (2004) notes that this approach reduced interview effect and bias. It also allowed the participants to

49

use their own words and in some cases used non-verbal communication cues like tone of voice and facial expressions (Horton

,Macve & Struyven, 2004).

The technique’s flexibility and adaptability allowed for follow-up questions regarding interesting ideas or points that were made and relevant responses probed (Horton, Macve & Struyven, 2004). In addition, certain motives and feelings that influenced the motivation of principals were also further investigated. Consequently, it provided participants with opportunities to elaborate on their initial responses.

Overall, the semi-structured interview methodology contributed to a more complete and in-depth data collection. Furthermore, the strategy enabled the researcher to modify the sequence of questions, change wording, and gave some clarity where participants were experiencing challenges in understanding certain questions (Horton, Macve & Struyven, 2004). This provided for a more conducive and relaxed environment for the participants.

3.3.1.2 Preparations for interview sessions

The researcher developed and applied a standard interview schedule, listing all semi-structured interviews. The interview schedule questions (Annexure D), included all the factors impacting on the school governance at the school. Themes were derived from the literature review and related to what was discussed in Chapter Two. Before the researcher met with the participants at the school, appointments were made personally with each of the six participants. Each appointment was made with a clear explanation of the purpose of the study, the purpose of the interview and the assurance of their confidentiality and anonymity as participants (Byrne, 2006). The participants in the sample were asked to set a time and date that was convenient for them.

50

3.3.1.3 Conducting interviews

All the interviews were held at the school and one-on-one interviews were conducted to ensure privacy and confidentiality. The researcher and participants ensured that the interview area was quiet and free from distractions (Chiseri-Strater & Sunstein, 2000). In most interview sessions, questions were addressed in the order of the interview questionnaire (Annexure D). Follow-up questions were posed to ascertain the real perceptions, feelings, views and opinions of participants. In that way, the researcher was able to prompt participants to provide essential and relevant information about the questions under investigation (Stewards and Cash, 2008).

The participants were therefore given an opportunity to share their interpretation of the world in which they live from their own point of view (Cohen, Marion & Marrison, 2007). Throughout the process, interview data was accurately tape- recorded, observational field notes were taken, and written documents analysed (Descombe, 2003; Mertens & McLaughlin, 2004). At the end of each interview session, the researcher gave each SGB member the opportunity to listen to the recorded interview and to make any additional comments.

According to McMillan and Schumacher (2006, p. 453), “the researcher should remain open minded to new concepts and ideas during the interview process”. This means that no new ideas or information should be discarded during the interview process. Lastly, each participant was thanked for participating in the study and was reassured of anonymity and confidentiality. Each interview session lasted approximately two hours.

51

3.3.1.4 Observational field notes

Observational field notes were employed as a data collection technique in order to note things such as contextual variables and non-verbal information, which could not be recorded by tape recorder (Horton, Macve & Struyven, 2004). In the course of the interviews, non-verbal communication such as facial expressions, gestures and tone of voice of the participants were noted and this facilitated the data analysis (Creswell, 2003).

In addition, other contextual variables were recorded in detail, such as the displaying of the school’s vision statements, level of discipline (order) at schools, and the degree of tidiness of the physical facilities. During data analysis, such data confirmed and augmented the verbal responses provided by participants and further facilitated data analysis (Cohen, Marion &Morrison, 2007; Creswell, 2003; Maxwell, 2005). The researcher therefore applied this information to augment the semi-structured interview findings.

3.3.1.5 Analysis of written documents

Documents used to further validate interviews and observation notes are discussed. Two sets of written documents were analysed, namely the school documents and secondary documents. This third data collection technique required the researcher to examined written documents. According to McMillan and Schumacher (2006, p.451), written documents could take the “form of minutes of meetings, memoranda, working papers and draft proposals”.

McMillan and Schumacher (2006) described documents analysis as a non- interactive strategy for obtaining qualitative data, with little or no reciprocity between the researcher and the participant. This suggests that document analysis provides the researcher with the extra benefit of interacting with more direct data. The content of these documents therefore assists the researcher to substantiate the interview responses during data analysis (Cohen, Marion & Morrison, 2007;

52

Maxwell, 2005). In summary, the analysed written documents serve as additional evidence and validation for other qualitative findings.

 School Documents

The documents that were analysedincluded the school’s vision statements, strategic plans, operational plans, instructional plans, control journals, school policies, registers and assessment schedules, as well as learners’ portfolios. The analysis provided the researcher with the added advantage of interacting with findings of the semi-structured interviews in a more objective and authentic manner.

 Secondary Documents

Birley and Moreland (1998, p. 53) defines secondary documents as being, “written sometime after the event”. They involve commentaries on situations and events. A number of secondary documents relevant to the study were identified and further supplemented other data collected. Strydom and Venter (2002, p. 321) notes that it is, “good to scrutinise any relevant documents and/or written material that contains information about the problem under investigation”. Therefore, the researcher requested the SGB to make available specific documentation such as the Constitution of the SGB, school policies such as Code of Conduct and the minutes of previous SGB meetings.