Las coaliciones se forman como resultado de las preferencias de los jugadores sobre el

5.6.1 Population

The research population is the possible matter contained in a research. McMillan and Schumacher (2006:119) describe it as a quantity of matter. The matter could be human beings, events or elements relevant to a specific criterion which the researcher could apply to the results of the research.

McMillan and Schumacher (2006:119-130) describe “population” as the elements of a section of a research. The elements could be human beings or objects. These should align

with the criteria of the research. In this study, the population was the teachers at established full-service schools in a section of a district in the North-West Province.

5.6.2 Sample selection

“A defined number of the set of objects, events or persons is called a sample of the study; hence it forms the subject of study. This could be a subdivision or subgroup from the population of the research” (McMillan & Schumacher, 2006:121-130). This definition by McMillan and Schumacher guided the researcher in the sampling of participants for the study.

The main reason for using qualitative research is to help the researcher to understand participants’ views, needs and challenges (Denscombe, 2008:15). Purposive sampling was employed in this study. In qualitative research, the researcher chooses the population that could best help to answer the research questions. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done for a purpose. The selected participants were in an excellent position to provide rich information on their experiences in the full-service schools, as well as their training to be professional teachers at these schools.

Van Manen (1990:190-192) remarks; that a common feature of qualitative research is the use of small samples. The smaller samples aspire to give more precise information to broaden the understanding of a specific phenomenon (Finlay & Evans, 2009:231-232). Precise information on research on a small sample may offer a helpful understanding of how individuals regard the meaning of their experiences (Neumann, 1997:230).

In this phenomenological qualitative research study, purposive sampling was used. The researcher was given an opportunity to access the experiences of teachers in full-service schools by using a group of teachers as a sample (Smith & Osborne 2003:125-126). The sampling technique is relevant for qualitative research, according to Leedy and Ormrod (2005:206). Creswell (2009:27), however, argues about the number represented from the population. In order to overcome this limitation, Leedy and Ormrod (2005:207) further state that a researcher must know the reasons why the sample was considered suitable to the research problem and research question. Patton (2002:22) observes that purposeful

sampling uses in-depth engagements to delve for information-rich data. A useful number of participants in qualitative research according to Creswell (2009:22-23) is a range of 10 to 20 participants.

The group of participants selected for the study was 20 teachers from full-service schools in a section of a district where the researcher does not work as an official and where the participants did not know her.

5.6.2.1 Pilot study

Four full-service schools (A, B, C and D) were initially chosen by the researcher for the study. The schools were close to the researcher’s home; therefore she chose them as she does not work as a district official at these schools. The teachers at these first four schools completed individual questionnaires and participated in focus group interviews. The researcher also observed them informally, in their classrooms and during intervals in the playground (sees section 6.2.1).

The participants in the pilot study did, however, know the researcher as she lived near the schools and they knew that she was attached to the inclusive education programme of the Department of Education. Working through the data obtained from these participants, the researcher realized that the teachers at these four schools were copying answers from one another. She therefore could not use the data. The Information showed that all was well at the four schools and the participants had no challenges in implementing the inclusive policy. This was a fake as there was no proof of this in the schools and no records of policy implementation. The questionnaires did not adhere to the requirements of trustworthiness either (section 5.4). In qualitative research trustworthiness is used to determine the accuracy of the findings. The researcher noticed that the data lacked authenticity as it was not a true description of the teachers’ experiences or the situation at these four full-service schools.

The researcher dismissed the data from the initial four full-service schools and it was not used in this research project. The feedback from the teachers from schools A, B, C and D (the four initial schools) did, however, help the researcher to make minor changes to the questionnaire and focus group questions where she had noticed that there were minor

uncertainties. The two sets of data collection procedures, namely questionnaires and focus group interviews, were then combined into one set of questions used in the focus group interviews.

5.6.2.2 Sample of original questions from questionnaires and interview schedule with teachers

These are samples of the questions from the questionnaires and interview schedule with teachers who formed part of the pilot study:

 Have you received training in SIAS? Yes /No

 Are you able to complete the diagnostic profile for learners in your class? Yes/No  What type of support have you received from the district-based support team

(DBST) with reference to the following: occupational therapy, speech therapy and physiotherapy?

Apart from the fact that many of the participants in the pilot study provided the same answers, the researcher also felt that the type of questions did not yield in-depth answers. Some of the questions were therefore changed so that more information could be obtained from participants.

5.6.2.3 Sample of revised questions from questionnaires used in the actual research

These are samples of questions that were used as questions for the focus group interviews in the actual research:

 What is your opinion of learners who are transferred from neighbouring schools to full-service schools to be assisted?

 Have you received training on the SIAS (Screening, Identification, Assessment and Support) policy? How does it help you with your learners?

assist you to identify and support learners with barriers to learning?

The revised questions from the questionnaires and interview schedule combined as questions for the focus group interviews in the actual research yielded more data-rich information (see Appendix L for the complete list of questions asked in the focus group interviews).