0.2 Research design and methodology  (Page 22/6)

Chapter three

Research design and methodology

Introduction

Chapter two focussed on the literature review in respect of the management of public schools’ finances, in particular the role of the public school principals and their school governing bodies in post apartheid South Africa. In order to substantiate the revelations of the literature review a qualitative approach to data collection, analysis and interpretation was chosen – the data collection method would be the focus group interview method using the semi-structured interview approach.

In order to conduct the focus group interviews with school principals, educator representatives on the school governing body and parent representatives on the school governing body written permission was requested from the director of the Pinetown Education District [Annexure A]. Permission was granted subject to the following conditions [Annexure D]:

• No school or person may be forced to participate in the study
• Access to the school/s is to be negotiated with the principal/s
• The normal learning and teaching programme of the school must not be disrupted
• The confidentiality of the participants is to be respected

Research design

Research design is governed by the notion “fitness for purpose” [Cohen, et al (2007; 73)]. The purpose of the research (will) determine the methodology and the design of the research. Denzin and Lincoln (2008; 28) state that three interconnected generic activities define the qualitative research process – the researcher approaches the world with a set of ideas, a framework (theory, ontology), that specifies a set of questions (epistemology) that he or she then examines in specific ways (methodology, analysis). In order to determine the understanding of principals, parents and educators with regards to the accountability and responsibility for the schools finances a qualitative research design was used. Patton (1989; 57) states that qualitative data can produce a wealth of knowledge from a restricted number of people. The experiences, opinions, feelings and knowledge of people can be captured by direct questions and quotations and are not limited or distorted by predetermined and standardised categories. The researcher is allowed flexibility to explore unanticipated topics of importance as they are discovered. According to McMillan and Schumacher (2001; 395) qualitative research is an inquiry in which researchers collect data in face-to-face situations by interacting with selected persons in their settings. Qualitative research methods allow the researcher to understand the meanings that people give social phenomena by entering into the natural world of the people whom they study.

According to Klein and Myers in Mackenzie and Knipe (2006; 123) it is assured that our knowledge of reality is gained only through social construction … it attempts to understand phenomenon through the meanings that people give to them. Cresswell (2003; 10) concurs that a compelling reason for a researcher to choose the qualitative approach as a means of data analysis is to study the individuals in their natural settings. Patton (2002; 70) describes the strength of qualitative research as facilitating a study of multifarious concerns … without being constrained (and hampered) by predetermined categories of analysis. The qualitative approach produces a wealth of comprehensive information about a small number of cases, by increasing the extent of understanding the cases and situations studied and by reducing generalisations often negatively associated with quantitative research. Analytic induction is thus a major logic of qualitative research. The choice of cases to be examined will have an important bearing on the validity of the analytic induction and has a direct relationship on the sampling procedure. One method of data collection that the qualitative researcher may employ is the interview – in fact the interview is probably the most common method used in qualitative research.