What Data Collection Instruments Will Be Most Appropriate

What data collection instruments will be most appropriate to address this topic? Why?

In investigating the teaching behaviors of highly rated college professors, a comprehensive case study approach benefits greatly from utilizing multiple data collection instruments to capture diverse perspectives and contextual insights. The two most appropriate instruments are direct classroom observations and qualitative interviews, each serving distinct yet complementary purposes.

Direct classroom observations offer an invaluable means to assess real-time teaching practices and classroom dynamics. Observers can focus on specific behaviors such as instructional strategies, classroom engagement, use of multimedia, interaction patterns, and classroom management styles. This method provides objective data about actual behaviors rather than relying solely on self-reporting, which can be prone to bias (Cohen, Manion, & Morrison, 2018). To enhance reliability, employing multiple observers and establishing inter-rater reliability protocols is vital to minimize observer bias and ensure consistent data recording (Patton, 2015). Video recordings can further serve as a tool for post-observation analysis, allowing for detailed review and corroboration of observational data. Such recordings can also facilitate precise coding of behaviors, making the data more systematic and replicable (Hasni et al., 2016). Additionally, observation captures contextual factors that shape teaching behaviors—including classroom environment, student engagement levels, and the use of instructional technologies.

Complementing visual data, qualitative semi-structured interviews with professors provide insights into their perceptions, beliefs, and self-evaluations of their teaching practices. Interviews allow researchers to explore why professors adopt certain behaviors, their reflection on what contributes to high student satisfaction, and their perceptions of effective teaching strategies. Semi-structured interviews enable flexibility, guiding the conversation while permitting new themes to emerge, thus providing depth and nuance (Kallio, Pietilä, Johnson, & Kangasniemi, 2016). Furthermore, interviewing students can reveal additional insights into what students perceive as effective teaching behaviors, adding a crucial layer of data about learner experiences and perceptions (Cohen et al., 2018). These student perspectives can help triangulate observational data and professor self-assessments, enriching the understanding of behaviors leading to high ratings.

It is important to acknowledge potential biases inherent in qualitative methods. Self-assessment interviews may suffer from social desirability bias, where professors might portray their teaching in a more positive light (Bryman, 2016). Similarly, student interviews could be influenced by personal experiences and preconceived notions. To mitigate these biases, probing questions, confidentiality assurances, and triangulation with observational data are recommended. Combining these data sources aligns with the case study approach’s goal of obtaining a holistic understanding of effective teaching behaviors (Yin, 2018). The integration of direct observation and interviews ensures both behavioral and perceptual data are collected, providing a comprehensive picture of high-performing teaching practices essential for curriculum development in doctoral leadership programs.

References

• Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
• Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
• Hasni, A., Roy, P., & Dumais, N. (2016). The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study. EURASIA Journal of Mathematics, Science & Technology Education, 12(6), 1617–1627.
• Kallio, H., Pietilä, A., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965.
• Patton, M. Q. (2015). Qualitative Research & Evaluation Methods (4th ed.). Sage Publications.
• Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage Publications.