Research ethics statement

Generally, codes of ethics have been formulated to regulate the relations of researchers and the fields which they study in social research. Ethics in research obliges researchers to avoid harming participants involved in a research process. Researchers have to respect and take into account the needs and interests of participants (Flick, 2005:36). Research ethics require respect for the participants’ democratic values and researchers should contribute to knowledge (Babbie & Mouton, 2001:517; Flick, 2006:48). A code of ethics in research can be summarized as follows:

Persons, who are observed, questioned or who are involved in some other way in the investigation, for example persons who are connected with the analysis of personal documents, shall not be subject to any disadvantages or dangers as a result of the research. All risks that exceed what is normal in

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everyday life must be explained to the parties concerned. The anonymity of interviewees or informants must be protected (Flick, 2005:37).

This analysis required the researcher in this study to ensure that participants do not face any negative consequences as a result of participating in the study. Secondly, the researcher guaranteed the anonymity of participants throughout the investigation and in the presentation of the findings. This study adhered to the ascribed ethical requirements proposed by Dowling and Brown (2010:35), Punch (2009:50) and Drew et al. (2008:200) for conducting educational research in order to promote confidentiality, anonymity and reliability of research findings. The human rights of participants, anonymity and confidentiality of participants and research sites and the protection of participants and schools against harm were implemented as described below.

Firstly, the research process started when the Research Ethics Committee of the University of the Western Cape granted ethical clearance for the research project based on the research proposal submitted.

Secondly, informed consent was obtained from the WCED to carry out the research at the three selected schools namely, Schools A, B and C involved in the study.

Thirdly, prior arrangements were made with the authorities in charge at the three selected schools to set up meetings with the principals. Each principal was provided with a letter bearing the aims, focus and ethical considerations of the study in advance (see Appendix 10). During the meetings the aims, focus, research procedure and ethical considerations of the study were explained to the principals. The researcher also pledged to respect and abide by the school rules and regulations for the duration of the investigation.

Fourthly, informed consent was obtained from the school principal, the parents or guardians of the participants and the participants themselves. Confidentiality in terms of the content of the focus group interview was also emphasized at the start of each focus group discussion. All focus group participants signed a confidentiality clause in respect of discussions during focus group interviews (see Appendix 9).

Fifthly, anonymous self-report questionnaires were administered which ensured that the participants remained anonymous. Hence the information they shared remained confidential throughout the entire study. None of the respondents included their personal details on the questionnaires. As a result no problems were encountered with the anonymous nature of the study. The anonymity of participants and schools are safeguarded in the presentation and

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analysis of data by the use of fabricated identities, for example, schools are referred to as Schools A, B, and C and all the participants are referred to as teachers or learners with no names.

Sixthly, to ensure that none of the participants were misinformed the researcher paid a visit to the three selected schools two weeks before the questionnaires were administered. The purpose of the visit was to inform all potential participants about the research, the research aims and the procedure required to collect the data. During the visit potential participants asked questions about the research which enabled the researcher to clarify the doubts.

Seventhly, all potential participants were informed that participation in the study is voluntary and potential participants who chose not to participate did not experience any negative effects.

Lastly, at the beginning of each process of data collection consenting participants were advised that they reserve the right to refuse to answer any questions and/or to discontinue participation at any time without any negative effect. A potential participant informed me that he was not willing to complete the questionnaire and gave it back to me. In this regard I reiterated to the participants the fact that they have a right to withdraw from the study at any stage without any negative consequences.

3.11 Conclusion

This research is situated between a qualitative and a quantitative methodological paradigm. An interpretive theoretical framework was used to describe and interpret the data. The research has a case study design. The use of the two methodological paradigms enabled triangulation which enhanced confidence in the validity of the research results. Questionnaire surveys and qualitative interviews were used to collect data. Quantitative methods were used to analyse the numerical data and qualitative methods were used to develop themes and interpret the qualitative data. Purposeful sampling was used to select the research sites and research participants. Learners and teachers were selected based on their knowledge of the phenomenon of bullying and on gender basis because the gender variable is quite widespread at school. Lastly, the researcher presents and describes the process by which the data were collected.

The next chapter entails the presentation and analysis of data, and discussion of findings.

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