Semi-structured in-depth interviews.

Qualitative researchers rely extensively on in-depth interviewing as one of the most important sources of case study evidence (Marshall & Rossman, 2011; Yin, 2014). The semi-structured interview combines a pre-determined set of open

questions providing the opportunity for the interviewer to follow topical trajectories to see, understand, and explore responses further (Cohen et al., 2011). Creswell (2009) advocated the use of an interview protocol in conducting the interview, particularly the digital recording of the interview. In this research, permission was sought and gained for a digital recording to enable an accurate transcription of the interview. Bryman (2012) recommended that the procedure of recording and transcribing interviews is advantageous in that it ensures the accuracy of the data collection and allows a thorough examination of what people say during the interview. Both one-to-one and focus group interviews were used to collect data from Principals, their respective leadership teams and the Sisters of St Joseph.

3.6.1.1 One-to-one interviews.

Semi-structured one-to-one interviews were utilised in this instrumental case study as a means of providing a voice for the six Principals. One-to-one interviews are a focused, two-way conversation which allow new ideas to emerge during the

interview with topical questions providing reliable, comparable qualitative data (Cohen et al., 2011). The interview with each of the six Principals was conducted in the respective Principal’s office at a time mutually convenient to the Principal and researcher. Prior to the interview, the Principals were provided with a participant information sheet with contextual information on the research study (Appendix A), the consent form (Appendix B) and interview guide (Appendix C). The Principals were informed that they could withdraw from the research at any point of time without any negative consequences. The interviews were between 50 to 60 minutes in length. Transcriptions were made available to the Principals, thus allowing verification of the information and clarification of any moot points. Member checking enables the participants to correct the researcher’s representation of their world and is a necessary component of qualitative research adding to the credibility of the data (Marshall & Rossman, 2011). No adjustments were required to the transcripts following the member checking process.

3.6.1.2 Focus group interviews.

Focus group interviews make data collection a social experience, increasing the meaningfulness and validity of findings as perspectives are formed and sustained in social groups (Patton, 2015). The advantage of using focus group interviews in an instrumental case study is the cost effectiveness of data collection in addition to the diverse perspectives gained from the participants. The interaction among

participants enhances data quality, while the researcher is also attentive to the silences and avoidance of topics as a means of identifying areas of tension or

uncertainty (Cohen et al., 2011; Patton, 2015). In this study data were collected from two different focus groups, namely; the leadership teams in each school and a focus group of Sisters of St Joseph. The data gathered in the six focus group interviews with leadership team participants provided multiple perspectives and comparative data about how Principals and their leadership teams understand and implement a Josephite approach to education in distinctive settings. The focus group interviews took place at the schools and in most cases were conducted on the same day

following the interview with the Principal. One focus group interview did occur on another day to that of the Principal due to the Principal’s availability. Leadership team participants were provided with a consent form (Appendix D) and interview guide (Appendix E). Leadership team participants were informed that they could

withdraw from the research at any point of time without any negative consequences. However, they were informed that individual data could not be withdrawn following completion of the focus group interview. The focus group interviews were between forty-five and sixty minutes in length. Transcriptions were made available to the leadership team participants for member checking to verify the collected data were an accurate record of the interview.

A focus group interview with the Sisters of St Joseph gave voice to the Sisters’ perspective in the data collection process. The focus group interview was conducted in an office space. The participating Sisters of St Joseph were provided with a consent form (Appendix F), and interview guide (Appendix G), prior to the focus group interview. Similarly, the Sisters were informed that they could

withdraw from the research at any point of time without any negative consequences but that their individual data could not be withdrawn following completion of the focus group interview. A transcript of the Sisters’ focus group interview was

provided to participants to allow for verification of the information and clarification of any details.

3.6.1.3 Interview guide.

The use of an interview guide to direct the questions ensured that there was consistency of the interview process in both the one-to-one interviews and the focus group interviews. The interview guide provided structure to enable the data to be context sensitive and assisted both the interviewer and interviewees to enter into a dialogue (Marshall & Rossman, 2011; Patton, 2015). The interview guide gave topics or subject areas within which the interviewer was free to explore, probe and ask questions that elucidated and illuminated the specific research questions. The interview guide ensured there was consistency in the questions used with all Principals and their respective leadership teams, thus aiding the analytical process.

The preparation of the interview guide and the proposed questions included pre-testing and evaluation of the semi-structured interview questions. Creswell (2009) and Marshall and Rossman (2011) advocated piloting the interview guide as a process to refine research instruments in foreshadowing research problems and limiting wastage in the collection of data. Moreover, the process of piloting the interview questions enhances the trustworthiness of the collected data. In this inquiry, the researcher piloted the interview guide with a primary and a secondary

Principal and representative members of two different leadership teams in schools in the Josephite tradition. The Principals and leadership team members were not

involved in the research. Within these pilot studies, one Principal had both rural and metropolitan experience. The leadership team members had varying roles as

members of leadership teams in metropolitan schools. Additionally, the pilot questions were trialled with a Sister of St Joseph who was not a participant in the Sisters’ focus group.

Through the process of piloting the interview schedule, the researcher was able to refine and clarify the questions, thus ensuring the questions were clear and appropriate for the research. The final refined interview guides were used for the semi-structured interviews of Principals, their respective leadership team and the Sisters of St Joseph focus group. Appendix C provides the explicit questions that formed the interview guide for Principals. Appendix E provides the explicit questions that formed the interview guide for the leadership teams. Appendix G provides the interview guide for the Sisters of St Joseph focus group. The interview guide questions that were developed for Principals and leadership team participants were drawn from the three specific research questions. Table 3.2 highlights the relationship between the specific research question and the explicit interview guide questions.

Table 3.2

Linking of Specific Research Questions to the Interview Guide for Semi-Structured One- To-One Interviews with Principals and the Focus Group Interview with Their Respective Leadership Teams.

Specific Research Question Interview Guide

Question

SRQ1

What do Principals and their leadership teams in schools conducted in the Josephite tradition identify as the characteristics of the Josephite tradition in their respective school community?

Principals: 1,2,3

Leadership teams: 1,2,3,4

SRQ2

What do Principals and their leadership teams, in schools conducted in the Josephite tradition, identify as the characteristics underlying a Josephite

Principals: 4,5,6,7 Leadership teams: 5,6,7

approach to leadership in the context of the school community in which they serve?

SRQ3

In what ways are the characteristics about a Josephite approach to education evident in the leadership practices of Principals and their respective leadership teams?

Principals:8,9,10,11

Leadership teams: 8,9,10,11