• DOI:10.1002/REV3.3141
• Corpus ID: 149804462

‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers

@article{Sammons2018ItA,
  title={‘It ain't (only) what you do, it's the way that you do it’: A mixed method approach to the study of inspiring teachers},
  author={Pam Sammons and Alison Kington and Ariel Lindorff and Lorena Ortega},
  journal={Review of Education},
  year={2018}
}

• P. Sammons, A. Kington, +1 author Lorena Ortega
• Published 1 October 2018
• Education
• Review of Education

This paper draws on findings from a study of ‘inspiring’ teachers in order to illustrate the way in which the chosen mixed methods design contributed to the success of the research in addressing its research aims. The study investigated the concept of ‘inspiring’ and ‘inspirational’ teaching through recruiting a purposive sample of 17 primary and secondary school teachers in England drawn from
nine schools in a single Multi-Academy Trust (MAT). The aim of the study was to integrate and synthesise evidence from a range of perspectives using multiple methods involving a combination of descriptive and numeric data, in order to increase knowledge and understanding of what it means to be ‘inspiring’ within the current educational landscape. The study fits with the ‘numbers and a narrative’ tradition reflecting the growing popularity of mixed methods (Gorard & Smith, 2006) and adopted an equal-status, sequential research design that comprised integration of multiple
methods including semi-structured interviews with teachers, classroom observations including both descriptive field notes and systematic observation schedules that tapped features associated with effective practice, numeric ranking sheets for teachers and head teachers and a student questionnaire survey that included rating scales and open-ended response questions. The findings reveal clear associations between effective and inspiring practice but also identify particular features that distinguish inspiring practitioners and their practice. Findings concerning the socio-emotional component are highlighted in particular in relation to the emphasis these teachers placed on creating positive relationships with students and a safe supportive classroom climate.