Research ethics

Lincoln and Cannella (2008) describe how the origins of ethical research only emerged after the Nuremberg Trials in which the horrors of the Nazi experiments become publically known. They add that before the introduction of formal ethical guidelines and requirements, scientists used their personal intuition to guide their ethical conduct. Stutchbury and Fox (2009) explain how the ethical behaviour of researchers entails respecting participants’ rights and guaranteeing the integrity of the research. They state it is important any decisions made by the researcher “have a defensible moral basis and that the process of making those decisions is itself transparent” (p. 489). For example, the researcher needs to apply moral reasoning as they construct their research with participants. This will ensure the essence of each participant’s natural story will be retained (Lincoln & Cannella, 2008; Stutchbury & Fox, 2009).

Guillemin and Gillam (2004) characterise the distinction between procedural ethics and ethics in practice. Procedural ethics involves a researcher gaining permission from a University Research Ethics Committee. This ensures an ethical research process has been scrutinised based on the University’s standards, before the researcher begins their research. In the case of this research, the ‘Ethical Conduct in Human Research and Related Activities Regulations Guidelines’ have been followed from The Waikato of University (2008), which included obtaining ethical approval from the Research Ethics Committee before starting this research. Guillemin and Gillam (2004) describe ethics in practice as an ongoing process whereby the researcher is constantly mindful of their actions, including what they do and how they think during their research. Stutchbury and Fox (2009) refer to reflexive ethics as a type of micro ethics. Researchers need to be aware of their conduct when they are gaining participants’ informed consent, during data gathering methods such as interviews and during the transcribing of data (Cotton, Stokes, & Cotton, 2010; Lincoln & Cannella, 2008; Sikes & Piper, 2010). For example, Shaw (2008) explains how ethical issues arise as the participant shares

their story with the researcher. Researchers become actively involved in the participant’s story as they seek the truth, they must ensure that the participant’s, rather than the researcher’s voice emerges from the dialogue. The forthcoming sections will outline ethics in practice, which will be used during this research.

3.7.1 Procedure for recruiting participants

Cohen et al. (2011) believe the validity of any research is based on the appropriateness of the methodology and instrument to gather data, as well as sampling the most appropriate participants. Sampling involves the researcher carefully considering the most appropriate way to select participants based on the research question. Researchers need to carefully consider five key points when determining the sampling strategy. This includes:

1. “The sample size;

2. the representativeness and parameters of the sample; 3. access to the field;

4. the sampling strategy to be used;

5. the kind of research that is being undertaken (e.g. quantitative/qualitative/mixed methods)” (Cohen et al., 2011, p. 143).

Purposive sampling will be used to select participants. This method allows for the specific selection of school leaders who lead with a high level of moral purpose. School principals will be identified based on their reputation of effectively leading with moral purpose within their school community. The names of principals will be sourced through:

- The University of Waikato, Educational Leadership Centre. - Other appropriate New Zealand educational agencies.

A list of principals will be created, from which six principals will be selected after consultation with my supervisor. They will then be contacted via phone, Skype or email. The purpose of this initial contact will be to establish rapport with the principals and provide a brief overview of the research project. Principals

interested in being part of this research will then be sent a formal letter of consent to participate in this research (Cohen et al., 2011).

3.7.2 Informed consent

Informed consent is crucial. Participants who indicate they would like to participate in this research, will be fully briefed about their rights. This enables them to understand clearly what they will be consenting to, avoiding any confusion or potential future harm to them or their schools. Participants will also be sent a letter outlining the research process (Mutch, 2005). The notion of informed consent will also be continued throughout the interview and the subsequent transcript phase, where the researcher constantly reflects on their own ethical conduct (L. Smith, 2008).

3.7.3 Confidentiality

Every endeavour will be made to ensure principals' identity, and that of their schools remains confidential throughout the entire research project. This will be conveyed to participants during the initial consent, interview and transcript phase of the research process. Participants will also be informed that only the research supervisor and researcher have access to the interview transcript. For example, pseudonyms will be used in the actual report instead of a principal’s name (Bell, 2010; Masson, 2004).

3.7.4 Cultural and social considerations

Before, during and after interviewing participants, the researcher will sustain awareness of any social or cultural misunderstandings that may occur during the interview. The researcher will seek to clarify any misunderstandings about moral leadership related to the participant’s cultural and/or social beliefs. This will demonstrate that the researcher is being reflexive and sensitive to issues of personal, cultural and social bias. For example, researchers can be seen as gatekeepers, distorting the true meaning of participants’ views from a cultural perspective (Miltiades, 2008).

3.7.5 Final consent: the interview transcript

Principals who consent to be involved in this research will have the right to withdraw at any stage before they give their consent for the interview transcript to be used. Once consent has been given to use the transcript, participants may not withdraw these data from my research. As noted previously, each narrative transcript will be analysed into pre-established and emerging themes based on the research question. During this process, the researcher will be consciously aware of revisiting each interview in the context it occurred (Cohen et al., 2011; Quinn, 2010).