It is often very useful to conduct a pilot study before beginning the research study. Pilot study is a stage that enables the researcher to explore in advance any issues that might be problematic in the future. At the same time, it refines practice for the research before its final application. Teijilingen and Hundley (2004, p.1) emphasize the importance of pilot study and claim that it both increases the likelihood of success in the main study and gives advanced warning about where the main research project may fail. The pilot study is especially important in the present research because it aims to collect preliminary data and will help in the refinement of research questions and research plans. Before the researcher made her choice of research methodology, it was necessary to gain sufficient understanding of the background and development of the MOE and the existing problems, in order to consider what methods might be used to address the main focus of the study that is, the issues that need to be addressed in the Ministry of Education. Hence, this pilot stage provided valuable experience and feedback to the researcher. In addition, this pilot study answers the thesis’ first research question (What are the areas of work in the Ministry of Education in the Sultanate of Oman that need to be developed?). Moreover, the results of this pilot study helped the researcher to consider the suitable theories of managing change and TQM. This is as the change management model should be able to help in solving existing issues in the MOE and developing the MOE.
The present pilot study used the semi-structured focus group interview because of its suitability to the purpose of the study. There were four focus groups of MOE’s central headquarter directors, regional directors, head teachers and teachers. The sample consists of 40 persons, 10 from each group. Teijilingen and Hundley (2004, p.2) point out that the first phase of pilot might involve using focus group interviews to establish the issues to be addressed in a large-scale questionnaire survey. Similarly, Henerson et.al (1987, p.26) say that probing interviews conducted with a representative sample can provide a sound basis upon which to develop a questionnaire for wider distribution. Moreover, focus group interviews are simple and effective tools for collecting data. Denscombe (1998, p.109) states that the interview is an attractive way for a project researcher because it does not involve much technical paraphernalia in order to collect data. He also adds that the most common use of interviews for project researchers is as a source of information and this is exactly what this study needs. Furthermore, the present pilot study used a semi-structured interview format in a group context to let the interviewees develop ideas and speak more widely on the issues and problems in the MOE (See appendix III for the English version of
the pilot study interview and see appendix IV for the Arabic version of the pilot study interview). There were four main questions as follows:
1. What are your aspirations for education in Oman?
2. What do you think you/we should do to achieve these aspirations? 3. What do you see as the barriers to change?
4. What would you identify as major problems in relation to the role of MOE?
Before conducting the pilot study, ethical approval was obtained from Glasgow University. Then a letter outlined the researcher’s background, the nature of her study and a copy of the interview questions were sent to the MOE to get permission for the interview implementation (see appendix I for the English version and appendix II for the Arabic version).
All of the interviews took place in the Human Resource Management Department in the MOE and they were conducted by the researcher herself. The researcher had previous contact with the Director of the Department and arranged a contact with the staff who would be willing to be involved and then agreed upon dates and times with each group. The researcher selected the pilot study sample to be as representative as possible. The Directors in the MOE Central Headquarter play prominent roles in the process of decision making and formulation of the policies. Similarly, the Directors in the regions have major roles in the connection between the field; schools; and the policy makers. Moreover, they are an important part of the decision makers in the regional levels. Head teachers and teachers are the implementers of any development at the school level and usually their contact with the MOE Central Headquarter is through the Regional Directorates.
Every interview was about an hour. The researcher assured the interviewees that their involvement was voluntary and they were free to withdraw their consent at any time. She also mentioned that the information and data obtained would be analysed by the researcher solely for the purpose of this study and would not affect any participants in any way. She also assured participants that the final written thesis would ensure anonymity by not using any actual names or identifying individual characteristics of any participants. These reassurances were particularly important in this study as the researcher had previously been a member of staff as were members from the group of internal stakeholders. However, the researcher was also known in this research role having previously conducted a small scale
study in the MOE. Care was taken to ensure that the focus was on the areas relevant to this current research project.
Thus the pilot study results as presented in chapter three showed that the respondents in the group interviews perceived a number of problems with the management processes in the MOE Central Headquarters and further that they could see possibilities in the TQM approach as a means of resolving some of these issues.