Research Methods

The research follows a mixed method strategy where different research tools were used to collect data which was analysed using the qualitative and quantitative approach appropriately. During the main study, six schools were selected (selection details given in the “sample” part ahead), the research employs semi-structured face to face interviews with one headteacher and five teachers, and sixty questionnaires for students and for parents in every school. The interview questions and questionnaires were piloted among two headteachers, four teachers and five students of the secondary schools in Lahore to avoid any pitfalls in the design and contents. Piloting also allowed an opportunity to ask questions and reflect upon the responses

126

given in terms of whether the question accurately elicited the type and style of response that had been anticipated. This then enabled a detailed analysis of questions asked, therefore leading to a reformulation of the types and style of future questions. Such an approach is supported by Cohen et al. (2001) who recommends piloting since it allows the researcher to test the procedures and techniques used and wherever possible increase their reliability, validity and practicality in order to produce worthwhile results:

 to allow for the checking, removing of any ambiguities or difficulties with wording the sequencing of the questions in the research tools;

 to highlight and take away any redundant questions;

 to gain feedback upon the type of questions and their format;

 to check the time taken to be interviewed;

 to identify commonly misunderstood or non-completed questions;

 to determine the boundaries of the research.

As Kvale (1996) suggests, learning to interview only takes place by interviewing and practice is the only means by which to master the craft. Piloting had a further benefit for the researcher in so much as it allowed for more confidence in asking the questions, and this in turn placed the interviewee more at ease when answering questions. It weeded out any inappropriate, deficiently or over emphasized items in the following main study. Access was obtained meeting all of the ethical requirements (mentioned ahead in the Access and Ethics sections). Based on the findings, the methods and procedures were refined.

127 5.5.1 Interview Instruments

The use of interviews in educational qualitative research reinforces my epistemological stance that individuals involved are subjective and may not be manipulated and interpreted in form of numbers and decimals only. It provides a chance to know the human subjects as they generate data and knowledge through conversation (Kvale, 1996). Interviews are considered a means of direct transfer of pure information (Cohen et al., 2000). However, there are certain disadvantages besides advantages that are associated with interviews. They are called conversation with a purpose (Rubin and Rubin, 2005). Table 1 presents an overview of some of the advantages and disadvantages of interviews.

Advantages Disadvantages

Flexibility allowing for adjustments to further develop and control direction of the

discussion in terms of research questions

Interviewer effect, if not balanced may contaminate data with personal bias

Direct transfer of pure information and knowledge

Danger of interpreting the unsaid

Valuable depth of information and experience Invasion of privacy Can be a rewarding experience for the

informant especially reflecting time about their or organizational practices

Time consuming, taking an appointment, travelling, transcribing and coding

A lot of data coming from one source Data analysis of open-ended questions is difficult

128

As the study is a mixed method multi-level embedded case study, the interview method provided a chance to get rich data directly from the practitioners who were involved in the process of leadership and learning in schools. Considering the theoretical framework and focus of the study, semi-structured interview was considered appropriate (Bryman, 2008). There are different types of interview, for example, telephonic and focus group. I have used face to face interviews. The research explores the LfL concept which is a broad area so for each of the interviews one hour of time was requested. The model which the researcher draws upon is the interview guide approach (Patton, 1981 cited in Cohen et al., 2000: p.271) as it encourages the interviewee to speak with clarity on the issues which are raised by the interviewer (Denscombe, 2003). Interview questions were scheduled considering the research aims in mind and were a mix of open-ended to semi-structured questions (Appendix 3, p.400). The sequence of the questions was the same as discussed by Denscombe (2003) and Cohen et al. (2000). In the first section of the interviews, descriptive questions were asked. Gradually the idea was made to comment, advocate or condemn. All of the ethical issues were duly considered before, during and after the interviews (details given in the ethical considerations section).

Interviews were conducted on a one to one basis according to the agreed schedule. The procedure began with the formal letter for obtaining the consent of the informant to participate in the project. An estimated time of one hour was kept for every interview with little variation as interviews were semi-structured. The interviewees‟ consent was obtained to tape record the interviews in addition to taking field notes. The interviews were conducted at the work place

129

of the participants. Based on the outcomes of the pilot study and in the light of the literature review, main study interview questions were scheduled. A semi-structured approach was used in the interviews. This gives an opportunity to the interviewee, as compared to structured interviews, to elaborate points of interest in terms of the research study (Denscombe, 2003). Interviews were tape recorded with permission and transcribed later on (Appendix 11, p.427 ).

5.5.2 Questionnaire

The field of questionnaire designs is vast and holds many types of questionnaires. It is the traditional supplementary instrument used in a case study as it gives easy access to a wider audience. There are potential advantages associated with questionnaires such as being

inexpensive, quick to administer (as compared to observation or interview) with easy processing and comparison of answers, and being convenient for the respondents (Bryman, 2008; Cohen et al., 2007) making it a useful tool to collect data from parents and students in this study. Many researchers warn of the problems which a new researcher may encounter if the questionnaires are not handled or designed properly (Cohen et al., 2000; Bryman and Bell, 2007). To avoid this, the questionnaires were piloted among five students of a secondary school located in Lahore. Table 2 (p. 130) illustrates the process of questionnaire development as informed by Churchill and Iacobucci (2002) and Maylor and Blackmon (2005).

The questionnaires for the parents and students used in the study mirror each other and are divided into three sections (Appendices 9, p.413 and 10, p.420). Section 1 is about

130

biographical information. Section 2 has five research questions with twenty structured questions on a five level Likert scale which was categorized as „strong disagreement, disagreement, neutral, agreement and strong agreement‟. Data was interpreted based on the number of participants selecting these categories respectively (details given in the data analysis part).

Table 2: The process of questionnaire development:

Source: Churchill and Iacobucci (2002); Maylor and Blackmon (2005)

The last section has three open-ended questions that allow more narratives about different issues, challenges that parents and students face in school, the practices they appreciate or any recommendations. Sixty questionnaires were distributed among the students in every participating school of the public and private sectors with a purposive sampling strategy