According to Abkhezr et al. (2020), the interview guide establishes parameters for the questions that help to ensure objectivity in the questions that are formatted in an easily underst

Please review the attached task 10 instructions. There is also a sample paper attached along with the first part of the paper.

SAMPLE
Data Collection
This section will discuss the researchers plan for data collection and give justification for the selection of this plan for this study. Qualitative research data collection is generally completed through interviews, focus groups, or general observations, however, some researchers also include qualitative surveys to obtain triangulation (Rudikowa et al., 2019). Rudikowa et al. (2019) found that interviews are a good tool for qualitative research because of the open-ended nature of the questions that provides in-depth data from respondents. Therefore, interviews are appropriate in this study and will be the primary source of data. Well-constructed surveys can provide extensive insight into the research problem (Moser & Korstjens, 2017). Accordingly, surveys will be used in this study to collect initial data from the participants. The transcription stage of the analysis and coding process requires recordings, which are an integral part of the data collection process (Moser & Korstjens, 2017). These recordings will be used in conjunction with the archive data which is appropriate for this study to help establish a solid foundation for the study.
The researcher will use interviews, surveys, and exit interview reports as the collection instruments in the data collection process for this single case study. The surveys will provide a scope of the participants in the study while the exit interviews will provide archival data of former employees. The interviews will be the primary source of data as the participants can provide depth to the research through open ended questions. In the sections that follow, the researcher will review these collection instruments and explain how each question in each instrument addresses the overarching research questions. At the conclusion of this section the researcher will explain how the data is organized, gathered, and the benefit of the study.
Data Collection Plan
The purpose of this flexible single case study is to seek to determine specific factors that can help leaders recruit and retain Black Male Teachers in an East Coast School division. This will be accomplished by reviewing data obtained from the study population of a sample of current and former black male teachers within the specified school division. The information obtained from the sample population can add to other foundational studies of leadership and help to establish best practices for design and implementation. The culmination of all information gathered, if implemented correctly, should enhance the strategies to possibly improve production in recruitment and retention.
In this single case study qualitative data will be the primary data type collected. A qualitative method creates an opportunity for the researcher to obtain a deeper understanding of individual emotions, opinions, and perceptions in relation to the organizational problem (Gaus, 2017). Three collection instruments will be utilized by the researcher that are designer to obtain a deeper understanding of the participants expectations and perceptions of administration. The researcher will complete interviews, conduct online surveys, and collect exit interview reports from the organization. The interviews will be conducted virtually and the video calls will be recorded. The researcher will then transcribe the interviews and enter this information into a digital spreadsheet for manual analysis. The survey responses will be exported from the host software into digital spreadsheets for manual analysis. The information collected from the exit interviews will also be transcribed and exported into a digital spreadsheet for manual analysis. The research questions of this single case study will be utilized to maintain focus in each of the aforementioned collection methods.
Instruments Interview Guide
The interview guide is designed to assist the researcher in creating an agenda and natural flow for the interview. According to Abkhezr et al. (2020), the interview guide establishes parameters for the questions that help to ensure objectivity in the questions that are formatted in an easily understandable manner. The interview guide may be found in Appendix A and consists of six sections. Based on participant responses, between 18 and 23 questions will be used. The flow of the interview will be based on the research questions and will address each overarching question in a logical order.
McGrath et al. (2018) asserts participants will be more likely to provide in depth and honest responses of value when they are comfortable. The questions from section one will be warm-up questions intended to put the study participants at ease. These questions include general background information about the participants, why they selected careers in education, their current positions, and how long each has been employed with the School division.
The researcher will then transition into questions based on RQ2 (What leadership actions or behaviors contribute to the recruitment of the Black Male teacher). This section of the interview guide will ask questions to describe the participants perceptions of administration. This section will determine how many administrators the participant has worked for, as well as describe the nature of the working relationships with these administrators. The questions are designed to solicit information on communication, leadership style, and how leadership style impacts the administrators reputation.
Part three of the interview will be based on leadership style and motivation. These questions were designed to address RQ3 (What leadership actions or behaviors contribute to retention of the black male teacher). The researcher will begin by asking about the culture that has been established by the administration. Questions will then focus, more specifically, on how this culture, in conjunction with their leadership style, has influenced their motivation to not only perform but to stay in the education field. The answers will help to determine how much value the participant places on relationship with administrators. The questions asked in this section will elicit responses that help to provide insights into the participants decision to stay in the field of education and the degree to which leadership style impacts this decision. Determining the emphasis that the participant places on the relationship with leadership is an integral portion of the study.
The fourth section of the interview focuses on leadership style and the organization with questions based on RQ1 (What is the role of leadership in the recruitment and retention of Black Male teachers in public education). The researcher will ask the participant questions on what they expected from administrators prior to their first placement. Additionally, questions will be asked that will be based on their expectations of administrators after their initial placement. The researcher will seek to determine if the participants feel as if administrators meet their expectations. Additionally, the researcher seeks to determine if the administrators fulfillment of expectations has an impact on the participants.
The final section is specifically intended to focus on the overarching research questions. The intent of these questions is to give the participant an opportunity to provide any final statements. This will signify the conclusion of this portion of the process for the participant.
Instruments Surveys
This study contains one survey to be distributed through the Human Resources department of the East Coast Public School. This Survey Guide is contained in Appendix B. The survey will not require the participant to disclose personally identifiable information. The final question of the survey will solicit participation in the live interview. Participants that are willing to participate in the live interview will need to provide contact information. The survey will not follow the exact order of the overarching research questions. The logical flow of questioning is a priority (Gaus, 2017). The survey will contain 15 questions as research indicates that more than 20 survey questions will discourage even the most motivated participants and this may cause non-responsiveness (McGrath et al., 2018). The questions will be reviewed by the Human Resources Department before the distribution of the survey.
The initial survey question will ask the participant how long they have been employed with an East Coast Public School division. Questions two and three directly address RQ2 (What leadership actions or behaviors contribute to the recruitment of the black male teacher) asking for information on interactions with administrators specific to communication, leadership style, and reputation of the administrator based on leadership style. Questions four through eight are designed to elicit responses to provide insight on the leadership style of a participants administrator. Responses to questions five through eleven will enable the researcher to obtain information related to the participants perception of organizational culture and the impacts of administrators reputations on hiring and retention within the division. The questions in this section will determine if there are any predetermined thoughts about their prospective administrator based on any information that may have been shared prior to employment.
Questions, nine through 12, address RQ3 (What leadership actions or behaviors contribute to retention of the black male teacher). These questions openly ask if the participant places value on their relationship with their administrator and how their leadership style impacts their intent to stay with the organization. The format of these questions will provide insight as to the perceived impact that positive and negative relationships with administrators have on the participants.
Questions 13 through 15 address RQ1 (What is the role of leadership in the recruitment and retention of Black Male teachers in public education). The purpose behind these questions is to determine what the participant expected from their administrator before and after their initial placement. The researcher seeks to determine if the participants feel as if administrators meet their expectations. These questions can provide a myriad of answers that provide depth to the study through researcher transcription (Henderson, 2017).
Instruments – Archive Data
The researcher will ask the Human Resources department to randomly select five exit interview reports from past associates that meet the sample population criteria. McLeod and OConnor (2020) assert that archive data can provide depth and add to the context of the research. There are questions asked during the exit interviews that align with the research topic that may provide insight into how the relationship with administration impacted their decision to leave the organization. Ju et al. (2018) suggests that archive data in qualitative research can provide a researcher with predetermined patterns. The exit interviews will provide information indicative of the teacher to administrator relationship and organizational culture.
The responses to the exit interviews will provide information that address Research questions 1 and 3. Additionally, the information that is provided will indicate what former employees valued and provide indicators to help establish information to address RQ2.? Further, this archival data will inform the study regarding the perceptions of former employees that impacted the decisions to leave the division, and possibly the teaching field, and the rate of turnover. Finally, archive data found in exit interviews can provide a foundation of the previously existing issues and unsuccessful solutions that can help to ensure efficiency (Lee & Stvilia, 2017).
Data Organization
The researcher will utilize a digital spreadsheet to collect data to manually analyze and interpret Due to the small sample population for this study, the researcher will manually analyze the findings and utilize a digital spreadsheet to provide accessibility for coding and disaggregation. McGrath et al. (2018) notes that raw data must be organized into categories for evaluation. Prior to conducting the interviews, the researcher will create a coding schema which will be applied throughout the interview process. The interviews will be recorded on the digital platform, transcribed, and coded according to this designated schema. Although the interviews will be recorded, the researcher will take notes that will also be included in this transcription. These notes will provide an opportunity for member checking during the interviews as the researcher will annotate important information to utilize as a basis to increase the depth of the study and possibly provide new information to be used in this study through a new line of questioning. According to Gaus (2017), member-checking is a method that is used to ensure the researchers findings are aligned with the information provided by the research participants. Interviewees will be assigned a number, based on the order of their interview, to further ensure the anonymity of the participants.
Summary of Data Collection
In summary, the data type collected during this study will be qualitative. The researcher will utilize interviews, surveys, and exit interview reports for data collection. With the exception of the interview phase, the participants will remain anonymous throughout the data collection process. The researcher will meet with the interview participants through a digital platform and all interviews will be transcribed and coded. The overarching research questions provide the basis of the survey and interview questions. The archival data portion of the data collection process will be accomplished by obtaining exit interviews from the organization. The researcher will maintain all information gathered during the data collection process in a local, password protected, hard drive that is only accessible to the researcher.
Data Analysis
The analysis and organization of the collected data for this single case study will be detailed in this section. Qualitative case studies require coding as it is essential to ensuring the data is linked back to the main research questions (Esmene & Kirsop-Taylor, 2021). Capturing and organizing all data in a clear and consistent format is the goal of coding (Gaus, 2017). .
Data analysis can be done manually or through the use of data analysis software. According to OKane et al. (2019), computer-aided qualitative data analysis software can enable researchers to reduce drawbacks and increase the research processs transparency. Additionally, Rudikowa et al. (2019) suggests research software is said to offer quick drag-and-drop coding, retrieval of coded segments, data organization, rapid searches of text, creation of an audit trail, and extensive team facilitation capabilities. However, OKane et al. (2019) insists there are concerns with utilizing coding software that include increasingly deterministic and rigid processes, privileging of coding, and retrieval methods . Other issues include the reification of data, along with the increased pressure on researchers to focus on volume and breadth, rather than the focus on the depth and meaning of the research (Cypress, 2019). Additionally, the use of coding software may require a researcher to utilize additional time and energy to learn to use computer packages and the increased commercialism could cause a distraction from the real work of analysis (Salmona & Kaczynski, 2016). Given the sample size and the depth and meaning of the information desired, the researcher has selected manual analysis of the data.
Qualitative Analysis
As previously stated, the coding process in a qualitative case study is a critical step. This step ensures the data is linked back to the overarching research questions (Gaus, 2017). Coding helps the researcher to create the story and helps demonstrate that the findings are factual (Esmene & Kirsop-Taylor, 2021). Either deductive or inductive coding is used in a qualitative study. These codes are instrumental in the organization of the data and in producing a theme with the data.
According to Esmene and Kirsop-Taylor (2021), if the researcher has created a coding guide or book prior to the data collection process, then deductive coding is used to extrapolate the application of the data. Researchers will create a guide to assist in navigating through the different data collection methods (Esmene & Kirsop-Taylor, 2021). When a researcher utilizes deductive coding, Elliott (2018), also states that the process will produce new themes as they emerge when analyzing the data.
Inductive coding is typically used for exploratory research (Gill, 2020). As the researcher disaggregates the collected data, codes will be created and themes will be generated. Inductive coding is?a ground-up approach where one derives codes from the data. A researcher will not begin with preconceived notions of what the codes should be but allow the narrative or theory to emerge from the raw data collected (Gill, 2020).
For this qualitative case study, the coding process will be deductive. To begin the coding process, the researcher will utilize the results of the exhaustive literature review as it relates to the conceptual framework to create an initial coding scheme According to Moser and Korstjens (2017), qualitative case studies are deductive when the researcher has created a code guide as a result of an exhaustive literature review. The overarching research questions in conjunction with the conceptual framework will create the foundation for managing the data collection (Moser & Korstjens, 2017). Coding may be adjusted to ensure that any emerging themes or patterns are properly cited for organization.
A manual review of the data will begin once the data is placed into a digital spreadsheet. This collected data will be utilized to generate major themes. During the literature review process, the researcher identified anticipated themes. According to (Fry et al., 2017), most qualitative case studies will produce emerging themes. Additionally, anticipated themes can include bias based on experience and perception. Major themes can be identified utilizing various methods during data analysis. Elliot (2018) identified methods such as key words in context (KWIC), word repetitions, and categorizing. These are the methods the researcher will utilize to analyze the data. The themes that emerge will dictate flexibility in the codes that will ensure the proper organization of the data collected. Some of the information will generate subcategories for theme and code that will provide the researcher an opportunity to modify codes as needed.
Analysis for Triangulation
To conduct triangulation, the researcher will use the methodical approach, as it is an applicable approach for a qualitative case study. Triangulation enables the utilization of more than one data collection method (Esmene & Kirsop-Taylor, 2021). Interviews, surveys, and archival data in the form of exit interviews will be utilized to achieve triangulation in this single case study. Consistent themes generated from the participants data must be identifiable to achieve triangulation (McGrath et al., 2018). According to Moser and Korstjens (2017), the open-ended nature of the questions in the methodical approach creates an opportunity for a researcher to obtain a deeper understanding of the organizational problem. This positively impacts the qualitative method of this study (McGrath et al., 2018).
Triangulation is used to increase the credibility or validity of the research findings (Natow, 2019). Triangulation can be accomplished by combining theories, methods, or observers in a research study to ensure that biases are avoided, and outliers are eliminated (Natow, 2019). . The research questions will help to specify the direction and objective of a study which narrows the focus and creates measurables from the survey responses (Hughes et al., 2020).
The interview guide and survey have been developed from the study research questions to provide for alignment between the two instruments. . For example, the first two questions of the survey align with Part Two of the Interview Guide. Additionally, questions three through six of the survey align with Part Three of the Interview Guide. Combining these results across instruments and then comparing the results to the information from the exit interviews will help to triangulate the information and provide more credibility and validity to the study.
Summary of Data Analysis
The coding process in this qualitative case study is imperative to the data analysis process. Coding enables the researcher the ability to convey an objective depiction of the data that was collected (Moser & Korstjens, 2017). Deductive coding will be used in this single case study. Although an initial coding scheme will be created as a result of the literature review, the coding scheme may evolve as new themes emerge. The data will be stored in a private folder on the researchers protected hard drive. Last, to support the qualitative nature of this study, the researcher will use the methodical approach to conduct triangulation.
Reliability and Validity
Reliability and validity are imperative for any research. The following section will discuss how the researcher will ensure reliability and validity in this single case study. Reliability will first be discussed with four actions that will lend credit to the idea. Data saturation is an important aspect of reliability that will be discussed. The steps taken by the researcher to meet trustworthiness and validity requirements for a qualitative study will be discussed. A discussion on bracketing will finalize this section while the researchers explains the steps that will reduce bias risk throughout this study.
Reliability
Reliability is often referred to as dependability. This is the process of eliminating the outliers in research. Some instances may happen sometimes but reliability increases the more that a certain result is repeated (Moser & Korstjens, 2017). Findings and interpretations made by the researcher must align within the date collected to demonstrate reliability in qualitative studies (Esmene & Kirsop-Taylor, 2021). Therefore, a researcher must document all relevant data and refrain from omitting data that does not support the researchers agenda (McGrath et al., 2018). This aspect of reliability is important as data saturation is heavily dependent upon both the quantity and the quality of the information gathered. Data saturation is defined as the point at which no new themes or codes are identified to support the research topic (Esmene & Kirsop-Taylor, 2021). The researcher must achieve saturation from a sample size of no more than 30 participants forcing the researcher to focus on the quality of the information, rather than the quantity of the information. Quality of the qualitative study is imperative (Moser & Korstjens, 2017).
The researcher will demonstrate consistency in all phases of the research project to include data collection, analysis, coding, storage, and output. All communications between the researcher and the participant will be recorded including the video call interviews, email correspondences and if applicable, transcripts of phone and/or in-person conversations. The researcher will also meticulously document the environment and setting for each of the interviews such as date, time, and any other notable occurrence. The researcher will certify all data provided is stored in a private folder.
Validity
Qualitative studies require additional steps to meet the requirements for validity, whereas quantitative studies rely on statistical data to ensure validity (Esmene & Kirsop-Taylor, 2021). The validity of the study is based on the researcher establishing trustworthiness. The level of accuracy of information reported by the researcher during a qualitative study is an indicator of the trustworthiness of the research (Esmene & Kirsop-Taylor, 2021). Trustworthiness according to Farrugia (2019), focuses on four key areas: credibility, or the accuracy in which the researcher reports the information provided by the study participants; transferability, which is how well the reader can relate the findings of the research to their own professional settings; confirmability, which is the researchers ability to remove personal bias from the interpretations and reporting of the collected data; and dependability, which is the researchers ability to provide extensive documentation on how the data was collected, coded, and analyzed.
One of biggest concerns with any qualitative study is reducing the risk of personal bias that will influence the data that is interpreted by a researcher (Gaus, 2017). The researcher will enlist the use of member-checking and bracketing to mitigate this risk and add credibility to the participants responses. The researcher will document all potential areas of concern and then utilize the referenced list throughout the data collection process to prevent biased interpretation to ensure confirmability. The researcher will ensure proper documentation of the collection of data and the interpretation of this data from the participants within this East Coast Public school division to increase dependability. The entire process will be documented including any changes including any information that may be removed. To accompany any removal, the researcher will document the removal and rationale to increase credibility. All information will be coded and analyzed based on their application to the research questions and their relevance to the recruitment and retention of Black Male Teachers for transferability.
Member Checking
Member-checking is an additional method that the researcher will employ to ensure objectivity. According to Gaus (2017), member-checking is a method that is used to ensure the researchers findings are aligned with the information provided by the research participants. Through this method, a researcher will provide a summary of the research findings to a random sample of the research participants for review to assess that the information is honest and reflective of the whole (Gill, 2020). The researcher will randomly contact five of the participants to verify that their responses have been correctly interpreted.
Bracketing
Bracketing is a method that can be used to mitigate the potentially deleterious effects of preconceptions that may taint the research process (Gregory, 2019). Elimination of bias is optimal and a researcher should utilize techniques that will enable the correct interpretation of the data collected (Esmene & Kirsop-Taylor, 2021). Bracketing will be used as the researcher will note the presence of any preconceived notions or bias prior to starting the research project. To contribute to the validity of the research this information will be able to have readily available to reference throughout the research process. Bracketing provides the ability for motivations and intentions of the researchers to become as irrelevant as possible (Gregory, 2019). The bias that is innately connected to the researcher will be documented in the final report. The purpose is to give the reader a baseline understanding from which to consider while examining the report to help them utilize the most accurate perspective possible from the research project (Esmene & Kirsop-Taylor, 2021).
Acknowledging the researchers’ potential preconceptions, experiences, culture, or any other factor that may negatively impact the integrity of the study is referred to as bracketing (Moser & Korstjens, 2017). The researcher will acknowledge the close relationship between the researcher and the organization for this single case study. The researcher has held multiple positions within the organization over a 22-year term and is currently in an administrative role within the city. The researcher will ensure that no participants are under the researchers direct supervision. Additionally, mind-mapping will be used as McGrath et al. (2018) explains that creating an outline of potential areas of concern can help a researcher focus the study. The researcher will continuously reference this list to prevent bias.
Summary of Reliability and Validity
In conclusion, reliability is a researchers ability to demonstrate consistency in findings throughout related studies (McGrath et al., 2018). The researcher has conducted a literature review that includes related studies for comparison. Gill (2020) asserts, that the reliability of data is evident when the data aligns with the analysis provided by the researcher. While securely maintaining all records of communication between the researcher and the participants, the researcher will demonstrate consistency across the data collection, analysis, coding, and storage process to ensure reliability. From a sample size of no more than 30 participants, quality data will be meticulously documented with the circumstances surrounding every interaction. McGrath et al. (2018) asserts mind-mapping and bracketing can be utilized to reduce personal bias. These two techniques will be utilized. The researcher will analyze the data objectively and separate all personal and profession individual from what is being studied.
The researcher will identify participants that are ineligible to participate based on the relationship with the researcher and their position in the division. The researcher will use the methodical approach to achieve triangulation asMoser & Korstjens (2017) assert that this approach will help to ensure validity. The gaps in research as identified in the literature review, will be filled, and documented by the researcher to provide further reliability and validation as information is provided by the participants.

References
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Hughes, J. E., Cheah, Y. H., Shi, Y., & Hsiao, K. (2020). Preservice and inservice teachers pedagogical reasoning underlying their most??valued technology??supported instructional activities. Journal of Computer Assisted Learning, 36(4), 549568. https://doi.org/10.1111/jcal.12425
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