DATA COLLECTION PROCEDURE

Data for this qualitative study was collected using two methods namely face to face interviews with the ten female school principals and questionnaires with semi-structured or open ended questions.

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The interviews were conducted with the ten female primary school principals in their offices at their respective research sites. Firstly appointments were made with them and on the agreed scheduled date the researcher visited them. It took the researcher ten days as each interviewee was interviewed for about thirty minutes. All the interviews were recorded with the permission of the interviewees.

In conducting the interviews, the researcher was informed by literature on the qualities of a good interview as articulated by Cohen et al (2006:112), Leedy and Ormrod (2010: 146-152) and Creswell (2008:107). The following techniques were used during the interview:

• The interviews had a beginning and end

• The same standard questions were asked to all interviewees in the same order.

• The interviewer remained neutral throughout the interview

• The interviews were conducted with the interviewer and interviewee alone. • The interviewer kept a professional tone throughout and maintained a

businesslike focus.

• The interviewer set the pace and direction.

After each interview the interviewer politely thanked the female school leader and left.

Questionnaires explained in 3.8.1 were also used to collect data but from each of the research sites. The researcher visited each of the ten research sites and after going through all formalities purposively selected one HOD or a vice principal to answer the four research questions.

The selected participant was first approached individually and informed of the study and ethics outlined in section 3.12 above. He/she was asked to fill a consent form (see appendix C). The participant was then given the questionnaires on a Monday and on Friday the completed questionnaires were collected and participants individually thanked.

59 3.11 DATA ANALYSIS

Analyzing qualitative data requires understanding how to make sense of text and images so that the researcher can form answers to the research questions (Creswell, 2008:243). Analysis involves working with data to ensure that the data are organized and interpreted. Gay and Airasian (2003:91), as pointed out in paragraph 1.6.2.4, assert that data analysis in qualitative research is primarily an inductive process of organising the data and the deducing relationships. Data analysis therefore involves an inductive process of organizing data into categories and identifying patterns (Macmillan & Schumacher, 2006:98). Initial preparation of the data for analysis requires organizing the vast amount of information, transferring it from spoken or written words to a typed file and making decisions about whether to analyse the data by hand or by computer (Cresswell, 2008:245).

The thematic approach was used to analyse collected data. Out of the four questions asked for both sets of the research participants the data was arranged in categories to answer the research questions. For example question 1 sought experiences regarding the promotion of female school principals. Three themes emerged thus

• Fairness of the due processes • Challenges female teachers face • What they are doing about it

The researcher would then summarize (comments) on what each or group of principals would say about the fairness of selection. Some would say the same thing others differ. For example SP1, SP3 and SP7 argue that the process is not fair because the short listing is not fair because the short listing is manipulated.

The same procedure was followed when dealing with views from the SMT members. The detailed data analysis is carried out in chapter four below.

60 3.12 ETHICAL CONSIDERATIONS

When humans are used in any research, their safety, integrity and dignity should be upheld before, during and after the study (Barbie & Mouton, 2002:106). In order to uphold ethical considerations for this investigation on female leadership, the researcher put in place certain relevant measures that are discussed next.

Permission to conduct the study was requested from the Mpumalanga Department of Education through its circuit at the Mkhuhlu offices. The ten school principals who were purposively sampled were given official letters to confirm their voluntary participation. The ten SMT members were also shown the permission letter and asked to confirm their voluntary participation by completing the consent form (Appendix C)

The ten participants were informed of their research rights pertaining to the following (Cresswell, 2008; Christensen & Larry, 2011; Leedy & Ormrod, 2005):

• Their participation was voluntarily and non-remunerated. This is an educational academic investigation; their contributions are meant to benefit the system (through ideas).

• They were to remain anonymous by not divulging to anyone that they are participants. They were also not to write any form of identification on the questionnaires. Such as names, cell phone numbers or home addresses. • Their views are to be treated confidentially as the researcher will not divulge

what they said throughout the study. The researcher would refer to individual participants as SP1 to SP10 and SMT1 to SMT10.

• The participants and any other person can confirm the validity of permission to conduct the research by accessing the letter of permission from the Mpumalanga Department of Education.

• Participants could withdraw their participation at any point in the duration of the research if they decide to withdraw for whatever reason(s).

• That they would be given the research findings before finalization so that would approve or disapprove findings.

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The researcher participants completed consent forms (Appendix C) which showed that They had agreed to voluntarily take part and that they would uphold the research ethics of the study,

3.13 SUMMARY

The chapter focused on the research design and methodology for the empirical investigation relating to the challenges faced by female school principals and strategies to counteract these challenges. The descriptive survey method was preferred to other methods because it fitted well with this qualitative case study which was focused on a deep understanding of the challenges of female leadership in order to develop counteracting strategies. It allowed use of questionnaires with open-ended questions and semi-structured individual interviewing within the parameters of the participants’ and researcher’s time as actively involved teachers and school managers. The research sample comprised ten female school principals and ten SMT members and they were purposively sampled. The discussion also highlighted how validity and reliability of the study were embraced. To safeguard all the participants and their respective schools, sound ethical principles were considered and put in place. The next chapter (Chapter 4) discusses the research findings in detail.

62 CHAPTER 4