UIN research project data needed please!

Hi Jo, Welcome to the "Communities".

I'm sorry to give you something of a cautious reply to your first posting, but I am not quite comfortable with this proposal.

It seems to me that you are collecting hypothetical data, from hypothetical teachers (albeit that some of us might be), on which to base a submission showing how you can collect and use (real) information, as a step toward gaining an (equally real) qualification.

The problem being that any supposition you make from this hypothetical experience of collecting, and subsequently utilising, research will be as invalid as would be our trying to apply our (absent) understanding to a "real" school's problems.

While your methodologies might thus be good, or bad, neither will be demonstrated by this hypothetical testing.

Might it not be better to, perhaps, investigate how other researchers into this subject have used the materials they have gathered, and examine alternatives they might have used, focussing more strongly on the HR aspects than they may have done?

For example (and without doing the work for you) :-) It is clear that many head-teachers are currently very unhappy with aspects of their roles that now bury their leadership, mentoring and teaching-participation tasks in administration, demotivating them and (via them) their teams. How might the statistics gathered (which are already a matter of public record) have been responded to in different ways, to motivate and engage instead? E.g. you offering an "HR" answer to a question already asked and answered differently (and badly), in order to demonstrate your understanding both of the processes used, and how that same information could have been used to better (HR-friendly) effect?

P

Hi Jo, Welcome to the "Communities".

I'm sorry to give you something of a cautious reply to your first posting, but I am not quite comfortable with this proposal.

It seems to me that you are collecting hypothetical data, from hypothetical teachers (albeit that some of us might be), on which to base a submission showing how you can collect and use (real) information, as a step toward gaining an (equally real) qualification.

The problem being that any supposition you make from this hypothetical experience of collecting, and subsequently utilising, research will be as invalid as would be our trying to apply our (absent) understanding to a "real" school's problems.

While your methodologies might thus be good, or bad, neither will be demonstrated by this hypothetical testing.

Might it not be better to, perhaps, investigate how other researchers into this subject have used the materials they have gathered, and examine alternatives they might have used, focussing more strongly on the HR aspects than they may have done?

For example (and without doing the work for you) :-) It is clear that many head-teachers are currently very unhappy with aspects of their roles that now bury their leadership, mentoring and teaching-participation tasks in administration, demotivating them and (via them) their teams. How might the statistics gathered (which are already a matter of public record) have been responded to in different ways, to motivate and engage instead? E.g. you offering an "HR" answer to a question already asked and answered differently (and badly), in order to demonstrate your understanding both of the processes used, and how that same information could have been used to better (HR-friendly) effect?

P