Gaining Access Participants Research Methodology
3.4 Gaining Access
To comply with the requirement of conducting research involving humans, the researcher sought ethical approval from the Standing Committee on Ethic in Research involving Human SCERH Monash University and granted the project approval. The ethic committee suggested that the researcher ensure that in collecting the data the research study would not distress, embarrass or create psychological harm to the respondent. After gaining approval from the ethic committee, the researcher still had to seek access to the participants. In doing so, he consulted with the teacher instructors in every district instead of getting names from the district office of the Ministry of National Education. This was handier in terms of avoiding long bureaucratic steps. The only permission sought by the researcher was that of school principals, particularly in relation to the classroom observation and interview with the participants.3.5 Participants
Data were collected during the period of December 2006 – February 2007 in four districts and one municipality of Yogyakarta province with the target population of Junior Secondary School English teachers in the province. Criteria of sampling picked only teachers that had already attended the Competency-based Integrated Training CBIT conducted by the Ministry of National Education MoNE as the appropriate sample of the research. Data 65 collection was done while teachers were attending the teacher forum meetings in their respective districts and municipality. There were two groups of participants in this research. The first group was one hundred and fifty two English teachers and the second group was four teachers who were members of the first group. Teachers in the first group were those who had been selected on the basis that they had attended the CBIT in 2004 to 2006 and had agreed to participate in this research by signing the consent form and returning the questionnaire. Teachers in the second group were selected based on the teacher instructors‘ nomination. This nomination was based on the teacher instructors‘ evaluation particularly about the English performance of the teachers. The nominated teachers, therefore, formed groups of teachers with high, medium and low English proficiency. The decision of asking for nomination from the teacher instructors was based on the assumption that they knew the teacher participants better due to their duties allow them to have access on the participants, especially in terms of the participant English proficiency.3.6 Selection criteria and the recruitment of the sample
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
Show more