interview guide

how to write interview guide for master’s research

interview guide and observation checklist

Appendix II: Interview Guide for Head Teachers

School Code………………………… Place of the interview……………………………

Time of the interview……………… Duration of the interview……………………….

Self-Introduction and Introduction of the Rationale of the study

PART 1: BACKGROUND INFORMATION

interview guide writting technique                                                                                                                       

1) In which of the following age brackets do you belong?

1. 20-30            B. 31-40                        C. 41-50
2. 50 above

2) What is your highest education level?

3 What is your employment status?

4) For how long have you been working at this school?

PART 2: Teacher’s Effectiveness in Instructional Management

5. To what extent are the teachers involved in effective instructional management of their job demands.
6. What is your level of perceived usefulness of ICT on teacher’s effectiveness for instructional management at your school?
7. To what extent are your teachers’ knowledge helpful in using ICT for instruction management?
8. What skills do your teachers use for instructional management at your school?
9. When do your teachers use ICT tools for instructional management?
10. How have you supported your teachers to use ICT in their activities/lessons?
11. How equipped is your school with computers?
12. What challenges do you face in integrating ICT into teacher’s lessons?

I appreciate your participation!

observation checklist design

Appendix III: Observation Checklist

1. What to observe in schools?

1. Any teachers with personal computers (laptops)
2. Number of school computers
3. Presence of power source
4. Number of computer peripherals like laptops, projectors, smart boards among others
5. Availability of computer labs
6. Observation of lessons

interview guide

 Interview guide writting

The interview is a data collection method in qualitative methods. It is where the respondents reply to questions asked by the interviewer verbal communicating and spoken narratives of insights constructing their social world (Ritchie, et al., 2013). This method will be used to collect verbal responses from respondents. Interviews will be conducted with Managers/Administrators of research, System Administrators/Data Officers, and Librarians/Medical Record Officers. Interviewing this category of respondents will reveal in-depth personal accounts and explore issues in detail about research data, its management, readiness, challenges experienced, and thereafter interviewees may make suggestions proposing a measure that could enhance adoption and uptake of RDM practices in health institutes and the readiness required to achieve this in compliance to funders and publishers requirement. Interviews shall be held at the respondents’ place of work or by telephone whatever is convenient to the interviewee. Interviews will be recorded on request and thereafter transcribed into textual data for analysis. The text will be assumed to be a replica of the verbal responses of the respondents.

Document Review

Written documents are a pervasive socially constructed representation of reality in institutions (Patton, 2002). However, documents pose challenges among which are access to official documents, understanding how and why they were produced, and difficulty to determine their accuracy.  Nonetheless, as a data collection method, documents to be reviewed will include: legal and policy documents; strategic and annual plans; statistical and research-related reports of institutes understudy and collaborators, and oversight institutions’ reports. Despite the challenges, documents are an important source of data related to the institutional context that could be useful in understanding the RDM practices and readiness.  Therefore, document review will provide evidence of what is taking place reservee what is documented. Identified documents will be requested from the respective institute Administrators for review.

Interview Guide

A structured and semi-structured interview guide (Appendix I), was used to help the researcher maintain consistency and ensure that all relevant topics and questions are covered during the interview. The interview guide included a mix of open-ended and closed-ended questions, to allow for both detailed responses and specific information. The researcher prepared interview schedules for conducting interviews with participants. According to, Cohen, Manion, & Morrison, (2002), interviews serve as a valuable tool for probing into participants’ responses, allowing for a comprehensive collection of data regarding their experiences and emotions. Accordingly, in-depth face to face interviews were conducted with selected teachers, particularly head teachers to gain deeper insights into their experiences, challenges, and perspectives regarding the use of ICT in instructional management. Oral questions were posed by the interviewer and oral responses were elicited by a standardized recording from the interviewees. The interviews were conducted for 30 minutes on average.

Observation Checklist

Observation Checklist (Appendix III), was used to provide a framework for capturing data in a standardized and systematic manner, ensuring that important aspects are not overlooked. The observation method allows for first hand data collection, providing an opportunity to gather rich and detailed information about the subject being observed (Driscoll, 2011). Observation method was used to collect data so as to support the findings in the questionnaire. Observation is utilized to enhance other methods and provide first-hand information. According to Cohen et al. (2002), observation offers an investigator the opportunity to gather ‘live’ data from naturally occurring social situations.