Individual interviewing

As the purpose of the research interview is to obtain research-relevant information from the interviewee, it is centred on the evidence to be generated for achieving the research objectives of describing, predicting or explaining the phenomenon (Cohen & Manion, 2011). As compared to other techniques of data collection such as questionnaires, interviews may serve as a richer source for exploring people’s feelings and attitudes. The use of interviews is highly desirable for obtaining information based on emotions, feelings, experiences, sensitive issues and insider experience, and privileged insights and experiences. The interview technique is of immense value in qualitative research studies since it emphasises the in-detail and holistic description

68 of an activity or situation. Qualitative research is designed to investigate the quality of relationships, activities, situations or materials. Therefore, the qualitative interviews differ significantly from those used in quantitative research.

The researcher conducted individual interviews with the two school principals from the selected schools to ascertain what the challenges and benefits of multi-grade teaching are, how they, as executive leaders of their schools, foster positive attitudes and a successful school environment for multi-grade teaching and what the structures are for effective school management and school functioning within a multi-grade context. Individual interviewing is normally used to gather qualitative, in-depth information from those individuals specifically affected by a particular programme or project, its context, implementation, results and impact (Kvale & Brinkman, 2008:23). With permission of the Gauteng Department of Education, the school principals were interviewed at their schools according to their own time schedules. Two individual interviews were accordingly conducted.

3.6 DATA ANALYSIS

Qualitative content analysis was carried out to determine the pattern of teachers’ responses. Direct quotations were used to support teachers’ and school principals’ views on multi-grade teaching and to find out what the challenges and benefits of multi- grade teaching are, how they encourage positive attitudes and a favourable environment for multi-grade teaching and what the structures are for effective school management and school functioning within a multi-grade context.

Qualitative content analysis involves an inductive process of identifying patterns and organising data into categories in order to interpret meaning and construct relevant answers to postulated research questions (McMillan & Schumacher, 2006:364). The data that was collected was analysed using the five-step framework for data analysis by Lacey and Luff (2009).

The first step involved the researcher familiarising herself with the transcripts of the collected data, followed by the second step of identification of the thematic framework, which entailed the recognition of emerging themes. The third step involved the use of numerical or textual codes to identify specific pieces of data which corresponded to

69 different themes. The fourth step, known as charting, involved the creation of charts of data based on the headings from the thematic framework, so that the data could easily be read across the whole data set. The final step involved the analysis of the most salient characteristics of the data through mapping and interpretation. This enabled the generation of a schematic diagram of the phenomenon under investigation, thus guiding the interpretation of the data set (Srivastava & Thomson, 2009:74).

3.7 TRUSTWORTHINESS

Trustworthiness refers to the extent to which the data obtained in the study is plausible, credible and trustworthy (McMillan & Schumacher, 2010:330). Certain strategies were employed to ensure the trustworthiness of this research on multi-grade teaching.

Researchers select trustworthy evidence for findings by qualitatively assessing subtle influences among participants partaking in focus group interviewing and determining repetitive responses as saturation with individual interviewing to confirm the accuracy of the sources and distinguishing between the relevant and vague statements (McMillan & Schumacher, 2006:348). With regard to this study on multi-grade teaching, the researcher kept an open mind throughout the individual and focus group interviewing process to accommodate the possibility of different meanings attached to the same reality.

Two weeks of prolonged and persistent fieldwork were conducted to collect data which allowed interim data analysis and verification and enabled the researcher to verify the correlation between findings and participants’ reality. Triangulation confirmed the trustworthiness of findings based on data obtained by means of focus group interviews, individual interviewing and persistent observation. The use of an audio recorder ensured complete and verbatim capturing of interview data. Informal checks for accuracy were made with the participants during data collection to ensure reliability (McMillan & Schumacher, 2010:330).

70 3.8 ETHICAL CONSIDERATIONS

Ethics provide the guidelines for planning and conducting research in such a way as to protect the rights and welfare of the participants involved in the research (McMillan & Schumacher, 2010:134).

With reference to the work of McMillan and Schumacher (2010), Lacey and Luff (2009) and Strydom (2005), there were certain ethical issues that had to be adhered to with the empirical part of the study on multi-grade teaching. Ethical clearance for the study was approved by the Research Ethics Committee of the College of Education at the University of South Africa. Written permission was obtained from the Gauteng Department of Education to conduct the research in selected schools in Gauteng. Confidentiality, anonymity and privacy of participants and research sites were respected.

The researcher was as open and honest with all participants as possible and participants were clearly informed about the reasons for undertaking the research and the aims of the study. This ensured full cooperation from all participants. Consent of all participants was sought. This included that information was provided on the research aims, the research process and the use of data from the study. Consent forms were provided to be completed by all participants. The consent forms included information specifying the right of participants to withdraw from the research at any time, and that data that was collected from participants would be anonymously used for research reporting only. Data such as interview recordings and transcripts and observation lists were stored securely.

3.9 SUMMARY

McMillan and Schumacher (2010:17) explain that qualitative research presents data as a narration with words. This research design was appropriate for this study because all the data was presented in the form of descriptions in words, and not in statistics, graphs or numbers. In addition, qualitative research is concerned more with understanding the social phenomenon from the participants’ perspectives.

71 The researcher conducted research at two primary schools in Gauteng West offering multi-grade teaching to observe and interview teachers who were trained as mono- grade teachers but were expected to teach multi-grade classes. The research focused on answering the specific research questions set out by the researcher. The school principals and HoDs were also questioned about what the impact was of multi-grade classes on creating a positive teaching and learning environment, and what the challenges were of managing a multi-grade teaching context in certain classes at the specific school.

The motivation of the study was to gain an understanding of what the impact of having multi-grade classes have on teaching and learning in the selected schools. Attention was given to certain challenges faced by teachers teaching in a multi-grade classroom context. Teaching strategies can be adopted by multi-grade teachers to suit their specific needs and to make the task of multi-grade teaching achievable. Teachers’ approach toward teaching and learning in a multi-grade classroom directly impacts the success that will be reached. Cultivation and support of multi-grade teaching is necessary to obtain effetive teaching and learning in a multi-grade classroom context.

72 CHAPTER FOUR

RESEARCH FINDINGS

4.1 INTRODUCTION

The primary aim of this study on multi-grade teaching was to determine how learner development in a multi-grade classroom can be managed effectively (section 1.4). In this regard, a main research question that was outlined in section 1.4 focussed on finding answers to how learners can achieve excellence in a multi-grade teaching context by being managed effectively. The aim of the study was split into three research objectives, namely to determine the importance and benefits of specialised training for teachers teaching multi-grade classes, to determine the main challenges teachers and school managers face in school environments with multi-grade classroom contexts and to develop strategies for teachers teaching multi-grade classes to ensure optimal learner development. The three research sub-questions that were aligned to these three objectives led the researcher to investigate the research problem and answer the main research question pertaining to strategies and approaches by educators and school managers to ensure optimal learner development in a multi-grade classroom (section 1.4).

Data was gathered by means of an empirical investigation employing individual interviewing, focus group interviewing and observation. Chapter 4 reports on the data collected from the school principals, heads of department, teachers teaching in multi- grade classrooms and classroom observations. The analysis of collected data resulted in the emergence of categories to represent answers on how learner development can be managed effectively in a multi-grade classroom context.

4.2 RESEARCH METHODS

Individual interviews were conducted with the school principals of the selected two research sites. The aim with the individual interviews was to gain a better understanding of the instructional leadership role that a school principal fulfils in ensuring the optimal management, guidance and support given to educators teaching in multi-grade classrooms and the challenges and positive factors school principals

73 face in school environments with multi-grade classroom contexts. A focus group interview was conducted at each research site with the school principal, two HoDs and two educators teaching in a multi-grade classroom context. The aim of the focus group interviews concurred with the aim of the individual interviews, but with a focus on understanding the instructional leadership role that HoDs and the educators play in managing a multi-grade classroom in such a way that learners can develop effectively and on establishing what the challenges are that they face daily. During the interviews and classroom observations, the researcher was able to obtain a clearer understanding of the culture of teaching and learning, and classroom organisation and management prevailing in the multi-grade classrooms at the different research sites and the different operational strategies and approaches followed by the educators to manage a multi-grade class effectively.