ANALYTIC MEMO ON INTERVIEW

This paper is an analytical memo on the process of my engagement with interview as a data collection method that I used during the practicum while conducting a micro research on how the interaction between teachers, school administration and parents influence teachers professional development. The study was done in a public primary school in Dar es Salaam. Before proceeding for the practicum, I identified a research problem to be investigated as part of my assignment. My research question was: How does the interaction between teachers, school administration and parents influence teachers professional development? I wanted the study to take a qualitative approach hence opted for a single case study design in order to get indepth information on the interactions from the teachers perspectives. I chose interview because as a method of qualitative data collection it would allow me to probe the connotation interviewees will give to their behaviour and experiences. However, writing on the limitations of interviews, Hannan (2007) notes that interviews may not be the best way of finding out what actually takes place in a research scenario. Hence, I was not sure whether the in-depth inquiry I intended to have would give me the correct picture of the interactions taking place especially when our work was only to extract and systematize the responses from the teachers. I chose the semi-structured interview and developed an ordered interview guide (see
Appendix 1) with a list of 19 key questions based

on specific areas of interest that would enable me

answer my research question. The interview guide would give me a systematic order in which I will ask the questions. It would also allow me to focus on a specific area of interest and probe deeper into the answers of respondents. This meant that I could determine the direction of the conversation to get relevant data. I formulated the interview questions from these areas in English then translated them to Kiswahili which the participant was more comfortable with. I used Google translator which was not accurate but with the help of a colleague, we edited the Google translation

ANALYTIC MEMO ON INTERVIEW to get an almost accurate Swahili translation. The translation was aimed at easing my communication with the interviewee so that I would not have to translate the questions when the interview process is in progress. On the first day of the practicum, I was in a group of four course participants who were received by the head teacher. After introductions, I informed her of my intention to carry out a mini research in the school as part of our assignment. She introduced me to the teachers, informed them on the purpose of my visit and I became part of the school community for the next ten days. However, some teachers were sceptical of my presence and some would not be free with me lest I would identify them for the interview. On the third day of the practicum, I presented to the head teacher a letter seeking permission (see Appendix 2) to carry out research in the school. I then identified a long service teacher, explained the purpose of the interview and requested her to set a date for the interview. She accepted to be interviewed on Tuesday of the following week. This gave me enough time to familiarize myself with her and the school setting. Before the interview, I gave her a brief ethics protocol (see Appendix 3) detailing the ethical issues in my research. After reading through and understanding the content, she signed the consent form (see Appendix 4) to demonstrate her acceptance to participate in the research. I guaranteed her of anonymity by assuring her that her name will not appear in the research report. In order to get open and true responses, I informed her that no one in the school will have access to the responses she will give. This is because some questions were touching on the head teacher, and she might not be free to give responses due to the feeling that the head teacher may read them. I conducted the interview in the deputy head teachers office which was neutral,

confidential, comfortable, quiet, and free of distractions. I again reminded her of the purpose of the interview to prepare her psychologically and handed her a copy of the interview schedule to refer

ANALYTIC MEMO ON INTERVIEW to as I read a question to make sure the question was not misunderstood. The interview was not audio recorded because the respondent did not approve of it. Possibly, because knowing that she

was being recorded, she would have been less relaxed to respond freely to the questions. However, this denied me the opportunity to have an accurate record of the interview. I therefore, took notes of the answers in the spaces I created on the interview schedule. Consequently, I was not free to listen and respond promptly to probe her further. Note taking was also very slow and scanty because I took time to think of appropriate words to use in recording the responses, and because she spoke faster than I could record. These made the interviewee hesitate to continue speaking and wait for me to finish taking notes. Though the interviewee was pacing, herself to my benefit, at some point due to long pauses, both of us would forget what we were talking about, and I would start a new question. Using audio recording and taking shorthand notes would have helped me keep track and maintain a diversified record of the interview. After she answered the last question, and I had no more questions to ask, I thanked her for accepting to take part in the interview. The interview took 38 minutes. Even as I was concluding the interview, I thought deep inside that I did not gather enough data to answer my research problem. I attributed this to my inexperience of conducting an interview. However, I realized that to carry out a successful interview I need to develop interviewing skills, which will come after a period of continued practice.

References Andrew, Hannan. (2007). Using Interviews in Education Research. Retrieved March 9, 2012, from http://www.edu.plymouth.ac.uk/resined/interviews/inthome.htm