![]() ![]() Recently, the key issue of teacher evaluation was about the belief, perceptions, sensemaking and challenges of principals as the evaluator ( Kraft and Gilmour, 2016 Reid, 2017 Dodson, 2017 Shaked, 2018). The full terms of this licence may be seen at. ![]() ![]() Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. This analysis can provide new insights, improve researchers' understanding of certain phenomena, or inform other practical actions through the use of verbal data collected in the form of answers to open interview questions (Krippendorff, 2004).Ĭopyright © 2021, Supadi Supadi, Evitha Soraya, Hamid Muhammad and Nurhasanah Halim License Content analysis is a research technique for making valid conclusions from oral texts into a research context. Therefore, by applying the qualitative interviews, it is expected that information or “unique” interpretations from the principal can be obtained (Stake, 2010). The implicit structure can be discovered from direct observation, and the qualitative interviews can bring this meaning to the surface (Hatch, 2002). Researchers used the interviews to uncover the structure of meaning used by principals in making sense the policies that determine teacher evaluations and that are used to carry out evaluations within principal's local authority. The qualitative interview is a type of conversation used to explore informants' experiences and interpretations in this study, the headmaster (Mishler, 1986 Spradley, 1979 in Hatch, 2002). The qualitative interview and content analysis were used in this study. This study adopted a qualitative approach, as it was principally concerned with capturing participants' direct experiences in their natural setting as both the teachers' evaluator and school leader (Patton, 2002). ![]()
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