Semi-structured interviews

An interview is defined as a specialised form of communication between people for a specific purpose associated with some agreed subject matter (Anderson, 1998: 190).

Interviews have many advantages as a method of data collection, and people are more easily engaged in an interview than they would be when completing a questionnaire.

More complete information is also obtained by interviews (Anderson, 1998: 190).

In view of the fact that the researcher has used both qualitative and quantitative research, the instruments used were a questionnaire and the conducting of interviews.

Data collection in qualitative research can be conducted using two distinct methods, namely, non-interactive and interactive. With the non-interactive method of data collection, the researcher is not actively involved in what is happening. The role of the researcher is only to watch and note what is taking place. Sometimes the researcher has to make sense of any artefacts or pieces of information that he/she comes across.

Examples of no-interactive methods include non-participant observations, archival records, memoirs, record books, minutes and dairies. Interactive methods of data collection rely on the actual interaction between the researcher and the participants in the form of partaking in the participants‟ daily activities and asking them questions (Swanepoel, 2000: 95;Bhim, 2004: 123).

For the purpose of this study, the researcher has personally interacted with the identified respondents, visited them at their various work stations, and conducted interviews. Questionnaires were also distributed to be filled in by the identified respondents. Via the use of the questionnaire, the researcher covered the aspects

expressed in the literature review, such as: managing change in education; the role of SMTs in relation to the implementation of the NCS; the NCS perspective on planning, as well as its implication, monitoring and evaluation. Mixed method research techniques were used for data collection, and the interview was used as an instrument in order to gathered information.

The researcher conducted face-to-face, semi-structured interviews with the principals of the identified FET schools within Botshabelo, Thaba-Nchu and Bloemfontein, all situated in the Motheo district. Prior to the interview, the researcher made an appointment with the individual principals so as to arrange for a date and time convenient to them. This was done in order to avoid the disruption of the smooth running of the school. The interviews conducted with the principals were intended to consolidate the quantitative data, and to assess the views and opinions of the principals in relation to the factors which influence the implementation of the NCS by SMT. An interview guide comprising of a list of questions or issues that are to be explored in the course of an interview were prepared in order make sure that basically the same information is obtained from a number of people by covering the same material (Patton,1990 in Setlalentoa, 2009: 79).

To ensure that the interview was conducted successfully, the researcher has implemented the guidelines, techniques and suggestion recommended by De Vos (2002: 293), Macmillan and Schumacher (2001: 443) as follows:

 The researcher should prepare thoroughly for the interview;

 participants should be given an explanation of the purpose regarding research, and how the research will be conducted;

 confidentiality should be guaranteed;

 the researcher has to establish a rapport with the participants

 questions should be clear, brief and unambiguous;

 sensitive and leading questions should be avoided;

 experience questions should be asked before opinion/feelings questions;

 questions preceded by “why?‟ should be avoided;

 the interview questions should not be too long, and should be typed out;

 even though communication techniques such as paraphrasing, encouragement, listening, probing and responding should be used, the respondent should still do most of the talking.

For the purpose of this research, the researcher has used the semi-structured interviews which ensured that he asked open-ended questions which allowed respondents freedom in answering questions, and the opportunity to provide in-depth responses. The researcher was also been able to gather more information by probing, or following up on certain questions about the respondent‟s feelings and the motivation behind their answers. The interview was conducted in English, due to the fact that English is recognised as the medium of communication in the Free State Department of Education‟s schools and, furthermore, it is a language which all the principals are conversant with. The questions of the interview were spread out so as totouch on all aspects that are important as far as the implementation of the NCS is concerned, such as: training principals with regards to the NCS; the problems they encountered with respect to the implementation; their management of the NCS; planning; monitoring;

control of HoDs and deputy principals‟ activities; leadership skills; and their working relations with other stakeholders. The researcher created an atmosphere that allowed for effective engagement to take place. The respondents were assured confidentiality and also told by the researcher that whatever response was given would not count against the respondent, and that his/her name would not be mentioned in any document constituting this study.

The researcher found the interview process to be helpful and informative, as it revealed even aspects which the researcher could not have been able to foresee. As the interviewer, the researcher could also draw the principals‟ attention to the importance of their involvement in the implementation of the NCS. Through the information gathered during the interviews, areas constituting challenges could be investigated. Ways and means could be devised to address the role and responsibilities of the SMT to ensure the effective implementation of the NCS. The interview process also made the principals aware that changes have to be made. They came to the realisation that a

paradigm shift was inevitable, and that it was a matter of urgency. The principals became aware the fact that they have the ability to act as agents of change and, therefore, have to be at the forefront concerning the implementation of the NCS in line with the principle of Outcome-based Education (OBE).

The principals involved in this study differed on a number of levels, including aspects such as qualifications, experience as principals and their exposure to NCS training.

One of the principals who had not been trained with regards to the NCS told the researcher that he familiarised himself through a process of self-study, providing an idea of what the NCS entailed.

3.6 POPULATION AND SAMPLE