First Level Analysis – Within Individual Case Study Sites

In the first level analysis (within individual case studies), the pattern-matching logic was adopted as the mode of analysis. This process required comparing two patterns to support theory-testing in each individual case study (Hak and Dul 2009;Almutairi et. al. 2014). Testing requires the comparison of an “observed pattern” against an “expected pattern” (theoretical propositions) and deciding whether these patterns match (which results in the confirmation of the theoretical proposition) or do not match (resulting in the negation of the theoretical proposition and the identification of alternative explanation).

For each area of inquiry, patterns were identified following an inductive/deductive approach. In addition, collected documents were chronologically organised to assist in determining changes in Department priorities, policies and rhetoric; and to aid in determining how these changes correlate to the changes in patterns of participation at the school level. Specifically, in the area of substance, data was also organised chronologically (before and after the enactment of RA9155) and thereafter compared and contrasted with Schaeffer (1994) and Reimers’ (1997) participation frameworks to inform the process of pattern identification.

Department documents pertinent to the study were reviewed and analysed. Particular attention was undertaken in analysing RA9155, the legal framework for shared education governance, Department Orders and Memorandums that are relevant to school based management and shared governance, Department manuals that provide operational and practical information in implementing SBM and Department reports. Figure 4.4 provides a graphical representation of the data analysis framework adopted in the research.

The initial activity in the pattern matching process was the identification of emerging patterns or themes from the data. According to Hak and Dul (2009), a pattern is any arrangement of objects or entities. Although patterns were initially identified under each of the initially pre-determined categories or areas of inquiry of the research, an inductive approach was utilised to ensure that the process of categorisation was not constraint by pre-determined categories. In doing this, we were able to consider the context and nuances of the data. Given the iterative nature of the process, new (sub)categories were formed resulting from continuous re-examination of the data.

Empirically-discovered patterns emerging from the various data gathering methods were then compared against the predicted research propositions outlined in the research. When empirically-observed patterns match with the predicted research

proposition, the theory therefore was confirmed. However, wherever empirically- observed patterns do not match the predicted research proposition, an alternative explanation was presented to outline the reasons for such divergence.

To determine whether the school met the theoretical proposition in the area of quality and depth of participation, areas of participation were initially identified and organised in a table of Changes in the Pattern of Participation and were, thereafter, mapped and applied against Reimers’ Matrix of Dimensions and Degrees of Community Participation in Education.

In analysing the findings, the research introduced modifications to Reimers’ Participation matrix to reflect research findings. The list of education functions was expanded and renamed Education/Management to incorporate management functions where stakeholders participated. Thus, the matrix became more reflective of the changes and the level of community engagement before and after the introduction of RA9155 in the school.

In the area of form and modalities of participation, the research outlined Department expectations as contained in Department Orders/Memorandum in terms of organisation and functions of the various participation mechanisms (e.g. SGC and PTA) and reviewed and analysed these against research findings across the research school sites.

In the area of understanding of community and the role of community participation in school based management, the research reviewed and analysed stakeholders’ general concept of community, their perception of the community as indicated in the implementing rules and regulations of RA9155, and their views on the reasons why stakeholders participate in school based management by examining the observable manifestations and expressions of these views. This was done by

determining areas of recurring stakeholder engagement, determining areas of frequent school-external stakeholder disagreements and a review of the application of policies, tools and mechanism for participation at the school level.

Data collected from each study site were coded in a manner which allowed the research to maintain its chain of evidence. A combination of numerical and colour- coding schemes was used. The following coding structure codes were used for de- identifying respondents:

Respondents Code Respondents Code

Urban U Teachers TCH

Rural R Parents PRNT

School Head/Head Teacher/TIC SH Barangay BRGY

Students/Pupil STD School Governing Council SGC

Table 4.5. Research Coding Structure for Respondents

The research findings and analysis at the first-level analysis form part of the case reports for each of the study sites. Each report provides a detailed discussion of the findings and analysis for each of research sites. Findings were presented following the areas of inquiry and analysed against the theoretical proposition for each area of inquiry.

The case reports have not been appended to the thesis as the substantive findings across all the four schools sites are discussed in detail in Chapters 5-7. Elements of good practice coming from each of the research sites that allows insights into the practice of community participation in school based management are provided in Chapter 8.