Infraestructura, entorno y gobierno local

David and Resnik (2011:6) state that ethics are “norms for conduct that distinguish between acceptable and unacceptable behaviour…ethical norms tend to be broader and more informal than laws. Allen (2011:294) states that the integrity principle is very

117 important in all areas of research. Research should be transparent and subject to peer review. Cohen (2003:58) indicates that ethics in social research is regarded as a matter of principled sensitivity to the rights of others and participants are free to answer a questionnaire from their own perspective.

In this study, the researcher adhered to the professional competency and expertise which promotes the aims of the research, such as knowledge, truth, and avoidance of error. In addition, the ethical standards that promote the values which are essential to collaborative work, such as trust, accountability, mutual respect, and fairness were upheld. Throughout the research process, the research was honest, respectful and sympathetic to all participants and ensured that they are not exposed to any undue physical or psychological harm (Leedey & Ormond, 2001:97).

The importance of research ethics was stressed. The researcher was honest when recording and reporting data. The researcher was objective when collecting, analysing, and interpreting data. Care with regard to avoiding errors and negligence when examining work and keeping records of the research activities, such as data collection, was taken into cognisance.

The researcher took openness and respect for intellectual property seriously and gave credit where credit was due. By signing the consent form the participants implied that their participation in the study was not forced upon them but was the result of a conscious, voluntary decision to take part in the research study. There was no discrimination against the principals, educators, subject facilitators and IDSOs who participated in this research. The researcher maintained professional competence and expertise throughout the research. The researcher intended to minimize harm and risks to participants, and thereby maximize dignity and autonomy of all participants. Consent thus protects and respects the right of self-determination and places some of the responsibility on the participant should anything go wrong in the research (Cohen, (2002:78).

The Belmont report (2009:2-4) states that “persons are treated in an ethical manner not only by respecting their decisions and protecting them from harm, but also by making efforts to secure their well-being.” In this study, beneficence, as described in

118 the Belmont Report, obligated the researcher to follow two general rules. The first is ensuring that the participants are not exposed to any harm, and secondly to maximize possible benefits and minimize possible harms. The researcher treated and respected the participants. The decisions of the participants with regard to the manner in which they responded and returned the questionnaires were respected.

The researcher wrote a letter to seek permission from the Gauteng DoE to conduct research in Alexandra Township primary and secondary schools, subject facilitators and the IDSOs from Johannesburg east district, (cf. appendix 1). The school management team received a letter to seek permission to conduct research with the school principal and EE committee members (cf. appendix 3). All participants signed a consent letter (cf. appendix 4).

Confidentiality (Babbie, 2010: 67) refers to a situation in which the researcher promises to keep information about the participants private. During participatory observation, field notes and photos were taken by the researcher with permission from the school managers and it was agreed that faces of the learners were to be shaded for the purpose of identity and not to cause any possible harm.

De Vos et al. (2011:118) also views privacy as synonymous with confidentiality and as far as they are concerned, it means to keep to oneself that which is not intended for others to observe or analyse. The names of schools involved were kept confidential. To observe this ethical condition, the participants were referred to as principal A, educator A, subject facilitator A, IDSO A although the identities and the names of the schools were known to the researcher.

5.11 CONCLUSION

The above discussion outlined the research methodology followed in the search for understanding of school principals, educators, subject facilitators and IDSOs’ experiences and perceptions of the management of EE projects in Alexandra Township primary and secondary schools. The qualitative research design and relevant qualitative techniques for data collection were outlined. The discussion indicated how the gathered data was analysed using categorisation and interpretation.

119 The various measures used to ensure credibility and trustworthiness of data collection instruments as well as the data obtained were described. Ethical considerations then followed.

The next chapter presents the data analysis, interpretation and discussion of the collected data.

120 CHAPTER 6

DATA ANALYSIS, INTERPRETATION AND PRESENTATION OF FINDINGS

6.1 INTRODUCTION

The preceding chapter described and explained the process, rationale and purpose of qualitative research design. This chapter focuses on interpretation and presentation of findings. Attention is paid unto the analysis of captured data and the discussion of the findings. The first aspect of the empirical findings highlights the profiles of each participant. The findings are presented and supported by participants’ quotations in order to answer the research questions outlined in Chapter 1. The presented findings will be discussed. The theoretical framework in Chapter 4 and the literature review in Chapter 3 provide the foundation that supports the explanation of the collected data documented in Chapter 6 and the recommendations in Chapter 7 to ensure that the research findings are supported and anchored in the literature (Bowen, 2009:33).

In this qualitative case study, data from questionnaires (cf. appendices 5, 6, 7, & 8) and the participatory observations were analysed and interpreted. Appendix 5 contains the questionnaire completed by principals from thirteen primary schools and six secondary schools; appendix 6 is the questionnaire completed by educators from thirteen primary schools and six secondary schools; appendix 7 is the questionnaire completed by five subject facilitators; and appendix ) was completed by five IDSOs.

Findings are presented in a qualitative manner in line with the objectives of the study in order to answer the main research question, namely: What are the barriers to managing EE projects in Alexandra Township primary and secondary schools? Data obtained from the questionnaire were used to substantiate the findings. Information obtained from the literature review in chapter 3 was used to guide, support and to anchor the discussion. Total quality management and systemic management theories underpinning the study were used as discussed in chapter 4.

The first aspect of the empirical findings outlines the profiles of schools principals, educators, subject facilitators and IDSOs. The findings were then presented and

121 supported by the quotes from the participants and literature reviewed in order to answer the research question. For the purpose of validating and reliability of the findings, Inductive approach was used for the systemic review of the information.

The next section presents the analysis of empirical data.