Coaching a way to develop the teachers internal commitment

Textprobe:
Chapter 3: RESEARCH METHODOLOGY [ ]:
Research tools:
For the proposes of my study I chose interviews as main research method and reflective journal, criteria sheets, coaching forms and SWOT analysis as additional research tools. Interviewing is a very flexible technique that suits both qualitative and quantitative methodologies (Silverman, 2001). As a research method, semi-structured interviews are preferable to answer the research questions of my dissertation. In a semi-structured interview the interviewer sets up the general structure by deciding in advance what grounds should be covered and what main questions are to be asked (Drever, 1995, p. 1). The various styles of interview are based on the different aims and principles. Depending on the amount of control that can be exerted by the interviewer, they are characterised as formal, less-formal and informal, focused or non-direct, while based on structure, they are characterised as structured, semi-structured and unstructured or focused (Robson, 1993).
Semi-structured interviews:
Semi-structured interview better serves the aims of the essay to collect factual information about the present leadership style, clarify their preferences and opinions and encourage teachers to discuss their preferences in their own words, at some length (Brown & Dowling, 1998). Semi-structured interviews will explore individuals experiences and thinking in coaching project (O Donoghue, 2007). The above method allows a greater depth than is the case with other methods of data collection (Cohen, Manion & Morrison, 2000). The limitation is that interviewing people and processing interviews takes time. Moreover, interviewing people requires certain skills. Thus, Creswell (2003) highlights two more weaknesses of the method: the subjectivity of the participants information, and participants who are not equally articulate and perceptive. However, the advantage of interviews compared with other methods such as questionnaires, is that they give high-quality data (Drever, 1995). Despite these weaknesses, they are the best choice to serve and enhance the purposes of the research. The individual perspective provides rich details for the role of coaching in teachers effectiveness.
Reflective journal:
As a means to enrich my data collection and reach more objective results, I decided to use a reflection journal. The reflective journal is a personal record of my learning experiences to increase the degree of my understanding (Kirk & Miller, 1986). A reflective journal is a report, written immediately after each coaching session by me the participant observer, and includes a collection of qualitative data about the coaching process. It s a very good, exciting and innovative method that gives rich and significant evidences (Cohen, Manion & Morrison, 2000).
Criteria sheets:
The criteria sheet is a tool where I can record and reflect upon my observations and participants interaction with coaching. Although, this tool is used to explore and analyse situations from a personal perspective, I consider it useful to justify the authenticity of their responses and cross-check the openness of their answers in my interview questions. Documents such as criteria sheets serve to corroborate the evidence from other sources (Yin, 1994). The additional tools are also useful for making inferences about events. Documents are communications between parties in the study, the researcher being a vicarious observer (Yin, 1994); keeping that in mind will help me avoid being misled by such documents.
Coaching form:
In each coaching session I use a coaching form based on GROW model. The purpose of this form is to records the results of the study and motivates coachees determination and self-esteem (Whitmore, 2005). The GROW model refers to identifying the goal, the current reality, generating options and establishing the will to act. Thus, coaching form points out individuals willingness and self-commitment. For this