In MMR, the data is interpreted after it has been collected and analysed and it involves a cyclical combination between quantitative deductive inference (theory driven hypothesis testing, verification oriented) and qualitative inductive inference (data driven hypothesis and theory development, exploratory orientated) (Braakman & Benektar, 2008:286). Therefore, even though this study had two sets of data, quantitative and qualitative. For the quantitative data the Statistical Programme for Social Sciences (SPSS) was used. The researcher entered the data onto the SPSS as soon as it was received and would leave spaces for the delayed forms and, upon completion and collection, the researcher would enter those outstanding entries. Tables were used to present the results and using the SPSS programme the data collected was cross tabulated and correlation exercises were also undertaken.In a nutshell, in the quantitative phase analysis the researcher analysed the quantitative data by finding if the relationships between the observed variables (either of a causal or co-relational nature) in one or more groups are statistically significant and generalizable to the population the sample is drawn from (to check trends and patterns). Then the analysis proceeded from being descriptive to inferential analysis and finally the results were presented in a form of statements summarizing the statistical results; tables and figures may also be used (Gelo et al, 2008:276).
A second and complementary phase of data analysis that built on the first analysis was done after the interviews were completed and the data was analysed using the content analysis, that is, field notes, recorded data and the documents requested
170 from the sites and this data was used to give a deeper insight or to explain the findings from the survey. Content analysis is based on the examination of the data for recurrent instances of some kind; these instances are systematically identified across the data set and grouped together by means of a coding system. Coding is a process of grouping evidence and labelling portions of text so that they reflect increasingly broader perspectives (Lieber, 2009:5). The researcher divided the text to be analysed into units (sentences, phrases and paragraphs) and labelled them using terms that could come from the exact words of the participant. According to the observed similarities and differences between the labelled text units, the researcher grouped labels together into themes. The emergent themes were relabelled using the language closer to the researcher and to the theory of reference and, finally, the themes are interrelated into each other and abstracted into a set of themes which received new labels and the obtained data was then presented and this involved a discussion of the evidence for the emerged themes and perspectives.
At the end of the second analysis the data was merged by comparing the data with the results of the quantitative and qualitative datasets through a discussion. The quantitative results were displayed and then discussed with reference to the obtained qualitative results (Lincon & Guba, 1985 & Silverman, 2004). The data was interpreted to give meaning to the findings. Quantitatively it entailed giving meaning with reference to the theory the hypothesis was developed from, and qualitatively interpretation entailed a process of creating meaning and consistent explanations, understanding, and conceptual frameworks or theories drawing on a systemic observation of the phenomena; meaning is with reference to the particular context of the study (Tashakori & Teddie, 2003).
4.8 LIMITATIONS
Possible limitations were in contexts like farms schools where there were one or very few teachers, as a result of which the expected number for the survey or interviews would not be feasible, or where one teacher would be playing multiple roles in the school. An example is that in some farm schools there could only be one teacher, who is both a principal who is responsible for discipline and a subject teacher who is offering guidance or life orientation classes. This could have an impact on the
171 responses as the participant would be responding from all the perspectives, and therefore might leave out some critical issues that could be important if one was responding solely as a school leader or a Post Level 1 teacher. The researcher chose purposively and avoided the latter schools by looking for a school which had a representative number of staff. Even if the researcher couldn’t get the required two participants, she would ensure that the sampled farm school would be able to have one participant from the leadership level and one from a teacher level. A compromise would be made if necessary by interviewing any available teacher even if she was not a member of a Disciplinary Committee or teaching Life Orientation or Guidance. This limitation never affected the researcher as the school she decided to use consisted of eight teachers and she got to interview two respondents who were meeting the requirements.
Secondly, the use of corporal punishment in schools is a sensitive issue since it has been criminalized in South Africa and a number of teachers have lost their jobs as a result of the law. Due to this the teachers were reluctant to participate as they saw the research as a witch hunt that could maybe expose them. Two schools promised to participate but later pulled out, excusing themselves because of their workload. In the survey questionnaire the researcher noticed some questions related to corporal punishment were left unanswered and some learners felt uneasy when asked if corporal punishment was used in their schools. The researcher continuously reminded the participants about the purpose of the research. Due to this fear, teachers could also influence the learners not to give a true reflection of what is happening lest they get caught. The researcher assured the learners about their guaranteed anonymity and the researchers’ ethical subscription to confidentiality and the implications thereof.
4.9 ETHICAL CONSIDERATIONS
The overall approach of the study was guided by the recognition of the following ethical principles; respect, beneficence and justice. The researcher respected the dignity and autonomy of all participants. The researcher also exercised beneficence and justice, psychological and social risks associated with research were minimized, and the benefits that accrue to research participants were maximized (sharing of the
172 knowledge gained) (Denzin et al, 2000).The following issues were considered before the research study was undertaken:
4.9.1 Access to site
After the research proposal was approved the process of requesting access to the sampled schools and ethical clarification began. To access the participants the researcher wrote a letter to both the Provincial Education Department and the District Directors to solicit the cooperation of all the schools involved. This was to ensure that all protocols were observed and the provisions of the DoE Research Policy Guidelines and Procedures were adhered to (DoE Research in Schools Policy, 2007). Only after their permission was granted did the fieldwork begin.
The following issues were given serious consideration during the fieldwork: The researcher had two visitations at the research sites; the first visit was for distribution of questionnaires in survey schools where the hand delivery was done, and for the case study schools the first visit was for the introduction of the study to the research participants, the clarification of the purpose of the study, the format in which the data would published, issues of risks and the researcher also responded to questions that were asked. The researcher assured the recruits that if there could be unforeseen risks, all reasonable attempts would be made to counteract them. In other schools possible dates for the survey and the interviews were discussed and confirmed and in others the dates were confirmed by telephone. The second visits were for the collection of questionnaires for the survey schools and in the case study schools interviews were conducted.
4.9.2 Voluntary participation
The right to voluntarily participate and the right to withdraw at any time were explained to participants so that they would not be coerced into participation. It was clearly articulated to the participants that they are under no obligation to participate (Cresswell, 2003: 64).
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4.9.3 Informed consent (Appendix A5 & A6)
Informed consent is a mechanism for ensuring that people understand what it means to participate in a particular research study so they can decide in a conscious, deliberate way whether they want to participate. Informed consent is one of the most important tools for ensuring respect for persons during research. A pre-drafted letter of consent was given to the schools to be given to parents so that they could give consent about their children’s involvement (Henning, 2004:73 & Denzin et al, 2000).
4.9.4 Anonymity and confidentiality
Anonymity and confidentiality was guaranteed by ascertaining that the signed consent forms were treated with the utmost discretion. “The researcher remains accountable for the ethical quality and should take great care and when in doubt seek advice” (Henning, 2004:74). The names of the schools which participated and the participants were concealed and only codes were used. In cases where the participants mentioned names, pseudonyms with an asterix were used instead.
4.10. CONCLUSION
This chapter outlined the methodology of the study, starting with the post positivist paradigm, the chosen mixed methods, the sampling process, piloting and fieldwork. Data collection instruments outlined includes questionnaires, interviews, school records and policy analysis and observation. The study also outlined the steps undertaken to ensure validity and reliability. The next chapter proceeds with data presentation and analysis.
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CHAPTER 5
DATA PRESENTATION AND ANALYSIS 5. INTRODUCTION
This chapter presents and analyses the data of this research study and it is divided into seven main sections. These are: biographical characteristics of participants; discipline problems in schools; roles played by school principals in maintaining school discipline;teachers’ beliefs in relation to effective disciplinary approaches; disciplinary measures used to instil discipline in schools; socialisation consequences of the disciplinary measures; and implications of the disciplinary measures or practices on school leadership.