Overview Findings from Qualitative Case Studies

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Chapter 5 Findings from Qualitative Case Studies

5.1 Overview

This section is the second part of a two-chapter section presenting the data collected in this research study. In particular it presents the qualitative data collected using both the interview protocol and the classroom observation schedule. The presentation is organized in terms of the cases. However, in order to provide a complete understanding of each case, the researcher considered worthy to present the summary of the participants‘ self report from the efficacy survey. Therefore, each case starts with a description of the participants, is then followed by the presentation of the self-report data collected using the efficacy survey, the interview protocol, and finishes with the data from the classroom observation from each participant. There were several issues addressed in the interview protocol see 6B. In summary these issues included a visions for teaching covering the teachers‘ beliefs and values about English teaching, b sense of teaching efficacy, c perceived supports from colleagues and school, and d perceived effect of the Competency-based integrated training CBIT on the level of teacher efficacy. The collegial and school supports included supports in terms of facilities, administration and supports when teachers had to make decisions. 139 Data about the participants‘ classroom practices were collected using the observation schedule see 6C. It is worthy to note that the purpose of the observations was to reveal data concerning the teachers‘ confidence in doing teaching-related tasks, regardless of the appropriateness of what they did. In line with the main objectives of this study, there were five main aspects of the teachers‘ practices observed in their classroom. They were a the teachers‘ confidence in using English, b their practices in implementing instructional strategies, c managing the classroom, d engaging the students and e implementing the curriculum. In addition, the data were supplemented by the researcher‘s field notes on teachers‘ general practices, for examples the routines built by teachers.

5.2 The Cases