Data analysis in research can be a complex undertaking (Thorne, 2000) and thus, clear explanation and justification of processes must be given to add rigour to the outcomes (Thorne, 2000; Malterud, 2001; Braun and Clarke, 2006). In this study, thematic analysis was chosen as the main analytical approach. Braun and Clarke (2013, 2006) stated that though thematic analysis has been poorly acknowledged, it can be applied to studies focusing on various theories and research questions. Thematic analysis is a flexible approach which can be modified for the needs of different studies while providing a rich and detailed account of data (King, 2004; Braun and Clarke, 2006). Holloway and Todres (2003) warn that since thematic analysis is a flexible approach, this might lead to inconsistency and lack of coherence when themes are developed from the data, in my description of my approach to analysis, I have provided a clear justification of my processes to ensure coherence and consistency and enhance its trustworthiness.
Lincoln and Guba (1985) developed four criteria to establish trustworthiness in a research study: credibility, transferability, dependability and
102 confirmability. With regards to credibility they stated that this factor is demonstrated by use of different activities, such as observations and data collection triangulation (as discussed earlier). Lincoln and Guba (1985) added that transferability is carried out through the provision of thick descriptions, while dependability is shown when the research study is audited (Koch, 1994). Finally, confirmability is established when the interpretations and findings of the researcher are clearly derived from the data and when readers relate with similarities and differences to the research accounts provided in the study. Hence, by offering clarity about how conclusions and interpretations have been reached (Tobin and Begley, 2004), confirmability is established.
Braun and Clarke (2013) developed a six-phase process to approach thematic analysis:
Getting familiar with the data Coding
Searching for themes Reviewing themes
Defining and naming themes Writing up
Though these phases are in sequence, one phase building on the other, in reality, the researcher is likely to move back and forth between and within the process, checking and rechecking as new themes are identified.
The first step in my study, after collecting all the data, was to transcribe all the interviews, first in the Maltese language (the language in which they were conducted), and then to translate them into English. Though this was time- consuming, it was a valuable part of the process of familiarising myself with the data (Riessman, 1993). Poland (2002) insisted that the transcript must be faithful to the verbal account in order for the researcher to have a thorough understanding of the data. While conducting the interviews, I was already generating knowledge and thoughts prior to the analysis, as I listened to what the participants were saying (Braun and Clarke, 2006).
103 After reading and re-reading the transcripts, I started generating codes manually by highlighting texts and writing notes on the side of the texts. It is important to note that almost all the data in the interviews were utilised in my thematic analysis, there was very little that was not deemed of some relevance. Each interview took about 15 to 20 minutes and kept very tightly focused because participants had very busy schedules, some made it clear to me that they did not have time for a long interview and agreed to be interviewed on this basis. This is probably the reason for the high level of relevance of the contributions of participants, there was no time for meandering around a question, and answers were pertinent and concise. By keeping my questions very clear and straight to the point, elicited direct answers to my questions. As a result, all the data obtained from the interview responses was utilised and it was all valuable information in answering my research, as will be discussed in the next chapter.
After highlighting the data into different codes, they were organised within different themes. With regards to this factor, Boyatzis (1998) stated that themes have to be identified either at a semantic level or at a latent level. Within the former approach, themes are identified according to the “surface meanings of the data” (Braun and Clarke, 2013, p. 84), that is, data is presented as a real and descriptive account of the participants’ experiences. While the latent level involves identifying and examining underlying ideas and assumptions of the data. In my study themes were formed on a semantic level because the analysis involved the discussion and interpretation of the participants’ views, attitudes and experiences in the field of inclusion. Through this type of analysis, the research questions of the study were addressed. The main themes were derived from the literature review, which led to the development of the research questions, which in turn led to the development of field questions asked during interviews and in the questionnaire. Further themes were derived from the data generated. The themes that emerged in the Heads’ interviews were:
Personal views on inclusion Difficulties
104 Strategies
Suggested Developments
Themes derived from the Inclusion Coordinators were: Good practices
Difficulties and challenges Recommendations
Themes derived from the teachers’ interviews were: Personal views on inclusion
Difficulties
Teaching strategies
Sharing and collaborating with colleagues Pre-service training
Further training
Table 4.2 shows how the themes of interview data overlap and diverge:
Heads of School INCOs Teachers
Themes
Personal Views Personal Views
Difficulties Difficulties and Challenges Difficulties Strategies Teaching strategies Suggested developments Recommendations Good practices Sharing and collaborating with colleagues Pre-service training Further training
Table 4.2: Themes derived from interviews with Heads of School, Inclusion Coordinators and Teachers
105 The participants’ perspectives on these themes presented the lived experiences of the participants within the field of inclusion. This implies that the participants shared their stories and their personal real-life experiences within the school and in class. They divulged their personal feelings towards, and attitudes about the concept of inclusion and additionally, they discussed their challenges and inclusive strategies, while speaking about their lived experiences. Therefore, through these themes I investigated how the current inclusion policies, discussed in the literature review, were being implemented in Maltese schools and furthermore they helped to form recommendations for specific national changes in order to respond to the third sub-research question.
Finally, the next chapter brings the themes together using direct quotations from the participants in order to aid in the understanding of specific points of interpretation (King, 2004). The participants’ direct discussions were included in most of my analysis, because they were truly interesting to my study and they helped me to substantiate my own arguments and connect back to the literature.
Furthermore, as Chapter 5 will show, in telling the participants’ story in my analysis, I have discussed and interpreted all their personal views, attitudes and accounts while relating to the literature review. Thus, the analysis is a critical account as well as a descriptive story, presented with a level of depth about the phenomenon (King, 2004; Braun and Clarke, 2006). I followed the advice of various authors who have argued that researchers can build valid arguments for choosing particular themes by referring back to the literature and ultimately, the research findings would be confirmed and the validity of the study would increase (Aronson, 1994; Cote and Turgeon, 2005; Tuckett, 2005). For me, the words of participants demonstrate the important element of trustworthiness of the data and of the account I have rendered from those data. Cote and Turgeon (2005) stated that in order to increase the trustworthiness of the study, the researcher must discuss all the relevant results, including those which were unexpected or did not correspond to the main explanations of the phenomenon being studied. I have remained true to this advice, and my research findings involve differing perspectives with
106 regards to inclusion. The participants presented various views both in favour and against inclusion, and many ambiguities, and these diverse perspectives led to the generation of a more interesting and realistic study and helped me to expand my discussion with regards to new developments that could contribute to the development of more inclusive schools.
Meanwhile, the results of the teachers’ questionnaires were interwoven within the discussion of the findings of the teachers’ interviews. Because questions were similar, the results could be easily discussed together for the reason that they were actually compared, in order to observe whether the outcome results were similar. Basic quantitative analysis included totalling of frequencies of responses to the questionnaire items, and these were tabulated across the three schools, to allow for comparison between the schools in different parts of the country. Questionnaire respondents were simply asked to select from a choice of responses, and this presented valuable data, as will be discussed and shown in the next chapter. Importantly, many teachers who responded to the questionnaire opted to add further comments often justifying or further explaining their reasons for their response, and these more personal and individual responses too have been included in the analysis alongside those from interview participants.
4.7 Conclusion
This chapter has presented and justified the methods and methodology of this research study. It has explained the mixed-methods approach applied in the investigation. Further, this chapter has set out the approach to analysis using a form of thematic analysis, where themes were developed from the literature and the raw data. These themes and detailed discussion of each of them will be the focus of the next chapter which will also present the findings and discuss them in discreet participant groupings: the Heads of School, the Inclusion Coordinators and the teachers. Teachers’ perspectives were analysed and are discussed in two categories of participants: the early career teachers and the long-serving teachers so as to identify any differences between the two groups.
107 In this study, the participants talked about their opinions, and beliefs and recounted their experiences about inclusive education. Their contribution was highly valuable in this study in order to understand something of how the current inclusion policies are being implemented in Maltese secondary state schools and what national strategies might be needed to develop more inclusive schools. These findings will be presented and discussed in the next chapter.
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