Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.6359
Mimansa Khanduri, Ketoki Mazumdar
Despite the long-understood importance of Hope in the lives of individuals, few studies have investigated how Hope is understood from an Indian perspective. Furthermore, the focus on understanding the interpretations and experiences of Hope in the young adult population has been low. The current paper explores the phenomenon of Hope from Indian young adults’ perspective. The sample consisted of 10 participants, who were in the age range of 21 to 22 years and were pursuing their undergraduate or postgraduate studies. The study utilized in-depth interviews to understand the experiences and perspectives of Hope in the participants. Data were analyzed through Interpretative Phenomenological Analysis (IPA) which brought forward several themes which focused on the experiences and understanding of Hope, delineating the main features of Hope, its situations, and its cognitive, affective, and behavioral consequences. The study adds literature to the Indian understanding of Hope or conceptualizing Hope from an Indian context and provides an in-depth understanding of the construct. It gives valuable insights into how Hope can be used for stress management and promoting well-being in individuals.
{"title":"Understanding Hope from Indian Young Adults’ Perspective","authors":"Mimansa Khanduri, Ketoki Mazumdar","doi":"10.46743/2160-3715/2024.6359","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6359","url":null,"abstract":"Despite the long-understood importance of Hope in the lives of individuals, few studies have investigated how Hope is understood from an Indian perspective. Furthermore, the focus on understanding the interpretations and experiences of Hope in the young adult population has been low. The current paper explores the phenomenon of Hope from Indian young adults’ perspective. The sample consisted of 10 participants, who were in the age range of 21 to 22 years and were pursuing their undergraduate or postgraduate studies. The study utilized in-depth interviews to understand the experiences and perspectives of Hope in the participants. Data were analyzed through Interpretative Phenomenological Analysis (IPA) which brought forward several themes which focused on the experiences and understanding of Hope, delineating the main features of Hope, its situations, and its cognitive, affective, and behavioral consequences. The study adds literature to the Indian understanding of Hope or conceptualizing Hope from an Indian context and provides an in-depth understanding of the construct. It gives valuable insights into how Hope can be used for stress management and promoting well-being in individuals.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"37 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.6773
Olumba Ezenwa
This article contributes to the literature by proposing an expanded “framework for credibility and approachability,” extending the framework’s applicability in conflict-affected societies. The credibility and approachability framework aids researchers in comprehending and evaluating their fieldwork experiences, enabling them to articulate their experiences clearly and insightfully. Drawing on the reflexive experiences of a diaspora-based researcher who used this framework to prepare for fieldwork in Nigeria, the article illustrates the framework’s components plus the added “bearability” component. The experiences were borne out of a study with 54 participants across focus groups in communities affected by eco-violence in the Nigerian Middle Belt. The researcher’s positionality of “betweenness” is also discussed, highlighting the complexities of conducting research as an academic “homecomer” in communities located in conflict-affected areas.
{"title":"Navigating Credibility and Approachability in Conflict Zones: Insights from Fieldwork in Nigerian Communities Facing Eco-Violence","authors":"Olumba Ezenwa","doi":"10.46743/2160-3715/2024.6773","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6773","url":null,"abstract":"This article contributes to the literature by proposing an expanded “framework for credibility and approachability,” extending the framework’s applicability in conflict-affected societies. The credibility and approachability framework aids researchers in comprehending and evaluating their fieldwork experiences, enabling them to articulate their experiences clearly and insightfully. Drawing on the reflexive experiences of a diaspora-based researcher who used this framework to prepare for fieldwork in Nigeria, the article illustrates the framework’s components plus the added “bearability” component. The experiences were borne out of a study with 54 participants across focus groups in communities affected by eco-violence in the Nigerian Middle Belt. The researcher’s positionality of “betweenness” is also discussed, highlighting the complexities of conducting research as an academic “homecomer” in communities located in conflict-affected areas.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"34 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.4903
Derling Jose Mendoza Velazco, Magda Francisca Cejas Martínez, Carmen Varguillas Carmona, Mercedes Navarro Cejas, Gina Silvana Venegas Álvarez
The relevance of the study lies in the necessity to investigate the psycho-emotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.
{"title":"Teaching Staff Mathematics University: Catalyst of the Emotional-Techno-Ontological Logic","authors":"Derling Jose Mendoza Velazco, Magda Francisca Cejas Martínez, Carmen Varguillas Carmona, Mercedes Navarro Cejas, Gina Silvana Venegas Álvarez","doi":"10.46743/2160-3715/2024.4903","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.4903","url":null,"abstract":"The relevance of the study lies in the necessity to investigate the psycho-emotional state of teachers during the transition to remote teaching in universities and its impact on academic performance and emotional state of students. The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.ti was used to analyze the data. The program created three categories: andragogical retrotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. And it was also found that the teacher played the role of a catalyst for the emotional-techno-ontological state of the educational process. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"83 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.4542
Zarina Zakaria, Zamzulaila Zakaria
In this study, we seek to explore the influence of stakeholders on environmental management practices in Malaysia's aviation industry. The data from this study was derived from interviewing 25 respondents in nine organisations within the aviation sector and was analysed using thematic analysis. We show that internal and external stakeholders significantly influence changes towards better environmental management practices. While internal stakeholders have contributed to better environmental management practices by changing their day-to-day practices within their functional role in the organisation, the external stakeholders have been the key actors that have significantly pushed the organisation to implement a proper environmental management system (EMS), particularly the role played by the regulatory authorities in ensuring compliance with environmental standards. We also highlight that the tension between economic and ecological elements may limit the extent of environmental practices carried out by the aviation sector; nonetheless, continuous engagement and pressure from the community and non-governmental organisations (NGOs) may push the aviation sector to revisit their commitment to environmental practices beyond compliance activities to ecological standards.
{"title":"Qualitative Study of Stakeholder Influence on Environmental Practices: Evidence from the Malaysian Aviation Industry","authors":"Zarina Zakaria, Zamzulaila Zakaria","doi":"10.46743/2160-3715/2024.4542","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.4542","url":null,"abstract":"In this study, we seek to explore the influence of stakeholders on environmental management practices in Malaysia's aviation industry. The data from this study was derived from interviewing 25 respondents in nine organisations within the aviation sector and was analysed using thematic analysis. We show that internal and external stakeholders significantly influence changes towards better environmental management practices. While internal stakeholders have contributed to better environmental management practices by changing their day-to-day practices within their functional role in the organisation, the external stakeholders have been the key actors that have significantly pushed the organisation to implement a proper environmental management system (EMS), particularly the role played by the regulatory authorities in ensuring compliance with environmental standards. We also highlight that the tension between economic and ecological elements may limit the extent of environmental practices carried out by the aviation sector; nonetheless, continuous engagement and pressure from the community and non-governmental organisations (NGOs) may push the aviation sector to revisit their commitment to environmental practices beyond compliance activities to ecological standards.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.6071
Hani Morgan
Qualitative research is often criticized for lacking rigor and consisting of opinions that result from researcher bias. But like well-designed quantitative research, qualitative studies can be trustworthy. Qualitative researchers generally agree that some practices, such as triangulation, can be used to increase the credibility of the kind of research they conduct. Unfortunately, many researchers are confused about or unaware of the different types of triangulation strategies, leading them to write papers without accurately identifying which ones they used. Triangulation is also a contested approach for many qualitative researchers because it is oftentimes associated with a post-positivist paradigm. Unlike quantitative researchers, many qualitative researchers rely on an interpretive paradigm. In this paper, I clarify how four different types of triangulation strategies differ from each other and how triangulation can be used to increase the rigor, credibility, and trustworthiness of qualitative studies. I also discuss how qualitative researchers can deal with the concerns related to the use of triangulation and explain the advantages and limitations of using crystallization as an alternative approach.
{"title":"Using Triangulation and Crystallization to Make Qualitative Studies Trustworthy and Rigorous","authors":"Hani Morgan","doi":"10.46743/2160-3715/2024.6071","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6071","url":null,"abstract":"Qualitative research is often criticized for lacking rigor and consisting of opinions that result from researcher bias. But like well-designed quantitative research, qualitative studies can be trustworthy. Qualitative researchers generally agree that some practices, such as triangulation, can be used to increase the credibility of the kind of research they conduct. Unfortunately, many researchers are confused about or unaware of the different types of triangulation strategies, leading them to write papers without accurately identifying which ones they used. Triangulation is also a contested approach for many qualitative researchers because it is oftentimes associated with a post-positivist paradigm. Unlike quantitative researchers, many qualitative researchers rely on an interpretive paradigm. In this paper, I clarify how four different types of triangulation strategies differ from each other and how triangulation can be used to increase the rigor, credibility, and trustworthiness of qualitative studies. I also discuss how qualitative researchers can deal with the concerns related to the use of triangulation and explain the advantages and limitations of using crystallization as an alternative approach.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.46743/2160-3715/2024.6838
Amy Damrow, Krittika Grau, Brandon Pettry, Karen Plaster, Adepeju Prince
This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students’ experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students’ and instructors’ experiences in graduate qualitative research methods courses and argues for providing more opportunities for students to direct their own learning in graduate coursework.
{"title":"Self-Directed Learning in a Qualitative Research Methods Course for Doctoral Students","authors":"Amy Damrow, Krittika Grau, Brandon Pettry, Karen Plaster, Adepeju Prince","doi":"10.46743/2160-3715/2024.6838","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6838","url":null,"abstract":"This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students’ experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students’ and instructors’ experiences in graduate qualitative research methods courses and argues for providing more opportunities for students to direct their own learning in graduate coursework.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"78 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.46743/2160-3715/2024.7291
Audra Skukauskaitė
This article stems from dialogues in the context of the 15th TQR conference themed “Qualitative Inquiry: Access Denied?” where a workshop on Poetry in the Teaching and Learning Qualitative Research has resulted in participants creating a poem conference organizer encouraged to share with the readers of TQR. In this article, I provide an overview of the background and rationale for the workshop, the activities leading to the participants writing the poem, and a reflection on how the participant-created poem connected with the conference theme and the potentials of utilizing artistic practices in teaching and learning qualitative inquiry.
{"title":"Exposing Scholars to Poetry for Teaching Qualitative Research","authors":"Audra Skukauskaitė","doi":"10.46743/2160-3715/2024.7291","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.7291","url":null,"abstract":"This article stems from dialogues in the context of the 15th TQR conference themed “Qualitative Inquiry: Access Denied?” where a workshop on Poetry in the Teaching and Learning Qualitative Research has resulted in participants creating a poem conference organizer encouraged to share with the readers of TQR. In this article, I provide an overview of the background and rationale for the workshop, the activities leading to the participants writing the poem, and a reflection on how the participant-created poem connected with the conference theme and the potentials of utilizing artistic practices in teaching and learning qualitative inquiry.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"78 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.46743/2160-3715/2024.6419
Mario Armando Beteta Cartagena, Francisco Ignacio Domínguez Revuelta, María Rodríguez Pedrera, Edith Valencia Soria
This investigation forms part of a doctoral study that examines the relation between socioemotional competencies (SECs) and teachers’ beliefs on the integration of information and communication technologies (ICTs). It addresses religion teachers’ knowledge of SECs during the curricular integration of ICTs, specifically their internal aspects in their pedagogical practice using ICTs (second-order barriers). This study also discusses the characteristics of religion teachers, who have received less attention than teachers of science, language, or mathematics disciplines, partly because religion is not considered a priority area in educational policies. To this end, this study adopted a qualitative approach in the phenomenographic tradition to describe how people experience the phenomena in their environment. The informants were 22 religion teachers from Metropolitan Lima, Peru, who participated in in-depth interviews to clarify their emotional experience with ICTs. The results confirmed the empirical findings of contemporary scientific literature and indicated that teaching with ICTs offers a permanent emotional experience manifested in the planning and development of learning sessions as well as in decision-making for pedagogical purposes. The findings allow for feedback and serve as a catalyst for perseverance and work engagement. However, the informants expressed their desire for better training to carry out quality teaching–learning processes with ICTs in religious education.
{"title":"Management of Religion Teachers’ Socioemotional Competencies in Information and Communication Technologies Integration: A Phenomenographic Study","authors":"Mario Armando Beteta Cartagena, Francisco Ignacio Domínguez Revuelta, María Rodríguez Pedrera, Edith Valencia Soria","doi":"10.46743/2160-3715/2024.6419","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6419","url":null,"abstract":"This investigation forms part of a doctoral study that examines the relation between socioemotional competencies (SECs) and teachers’ beliefs on the integration of information and communication technologies (ICTs). It addresses religion teachers’ knowledge of SECs during the curricular integration of ICTs, specifically their internal aspects in their pedagogical practice using ICTs (second-order barriers). This study also discusses the characteristics of religion teachers, who have received less attention than teachers of science, language, or mathematics disciplines, partly because religion is not considered a priority area in educational policies. To this end, this study adopted a qualitative approach in the phenomenographic tradition to describe how people experience the phenomena in their environment. The informants were 22 religion teachers from Metropolitan Lima, Peru, who participated in in-depth interviews to clarify their emotional experience with ICTs. The results confirmed the empirical findings of contemporary scientific literature and indicated that teaching with ICTs offers a permanent emotional experience manifested in the planning and development of learning sessions as well as in decision-making for pedagogical purposes. The findings allow for feedback and serve as a catalyst for perseverance and work engagement. However, the informants expressed their desire for better training to carry out quality teaching–learning processes with ICTs in religious education.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"24 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.46743/2160-3715/2024.6634
K. Nugroho, C. Anwar, Hartono Hartono
Despite the presence of various TPD initiatives from governmental and non-governmental organizations, English teachers in the private universities in Indonesia continue to encounter challenges in accessing TPD programs, that fit their specific needs. This study explored the implementation of a social constructivist mentoring program to support the professional development of seven teachers teaching English academic writing. Using an action research approach, this mentoring emphasized collaborative inquiry, reflective practice, and continuous improvement. We opted for a qualitative approach to gain a deeper understanding and exploration of the learning process within the program. Data were collected from multiple resources such as interviews, teachers’ self-evaluation reports, observations, and discussions, and analyzed using the thematic analysis method by Braun and Clarke (2006) to identify and extract significant themes from the collected data. Our findings indicated that using the social constructivism and action research in the program fostered promising progress. The teachers and their students experienced a notable positive transformation, with learning activities becoming more captivating, meaningful, and enjoyable. The teachers expanded their pedagogical knowledge and practices, accompanied by a transformation in their attitudes and mindsets after a series of interventions in the nine-month mentoring program. Finally, not only did we note that the program had a central role in nurturing teachers' self-identity and helping them overcome internal barriers, but it also contributed to the continuous professional development of the teachers in the long run.
{"title":"Social Constructivist Mentoring Program to Support Teacher Professional Development: An Action Research Approach","authors":"K. Nugroho, C. Anwar, Hartono Hartono","doi":"10.46743/2160-3715/2024.6634","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6634","url":null,"abstract":"Despite the presence of various TPD initiatives from governmental and non-governmental organizations, English teachers in the private universities in Indonesia continue to encounter challenges in accessing TPD programs, that fit their specific needs. This study explored the implementation of a social constructivist mentoring program to support the professional development of seven teachers teaching English academic writing. Using an action research approach, this mentoring emphasized collaborative inquiry, reflective practice, and continuous improvement. We opted for a qualitative approach to gain a deeper understanding and exploration of the learning process within the program. Data were collected from multiple resources such as interviews, teachers’ self-evaluation reports, observations, and discussions, and analyzed using the thematic analysis method by Braun and Clarke (2006) to identify and extract significant themes from the collected data. Our findings indicated that using the social constructivism and action research in the program fostered promising progress. The teachers and their students experienced a notable positive transformation, with learning activities becoming more captivating, meaningful, and enjoyable. The teachers expanded their pedagogical knowledge and practices, accompanied by a transformation in their attitudes and mindsets after a series of interventions in the nine-month mentoring program. Finally, not only did we note that the program had a central role in nurturing teachers' self-identity and helping them overcome internal barriers, but it also contributed to the continuous professional development of the teachers in the long run.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"28 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.46743/2160-3715/2024.5419
Shani Bashiru, Ahmed Jamal Iddrisu, Cycacus Bapuuroh, George Anane Takyi, Alhassan Bunyaminu, Bukari Zakari
Football is a sport that has attracted global attention. Individuals who attend competitive football associate with teams and athletes to a point where they become ardent attendees. Post-pandemic, fans have returned in droves to watch live matches at stadiums following the relaxation of strict observance of safety protocols. The purpose of this phenomenological study was to determine the factors that prompt fans to attend matches during games by focusing on three main factors including team affiliation, sportscape and star players. We used a qualitative phenomenological approach to obtain deeper comprehension regarding factors that influence fans to crowd at stadiums to watch football. We deployed semi-structured interviews which gave us the opportunity to probe and gather relevant responses. Interviews were audio taped and transcribed to pave the way for content analysis. Results show that fan affinity and star players are prime determinants of fans’ match day attendance at stadiums. Sportscape yielded mix results with some fans putting premium on sportscape but others lamented the deplorable conditions of stadium amenities such as washrooms, insecurity, and malfunctioning scoreboard on whose evidence sportscape does little to motivate them to attend matches. We recommend the need for teams to pool resources into recruitment of star players and build a groundswell of loyal fans through outstanding in-field performances to attract crowds to the stadium.
{"title":"Factors Influencing Fans to Attend Matches Amid Pandemic: Exploring the Role of Trio of Team Affiliation, Sportscape, and Team Quality","authors":"Shani Bashiru, Ahmed Jamal Iddrisu, Cycacus Bapuuroh, George Anane Takyi, Alhassan Bunyaminu, Bukari Zakari","doi":"10.46743/2160-3715/2024.5419","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.5419","url":null,"abstract":"Football is a sport that has attracted global attention. Individuals who attend competitive football associate with teams and athletes to a point where they become ardent attendees. Post-pandemic, fans have returned in droves to watch live matches at stadiums following the relaxation of strict observance of safety protocols. The purpose of this phenomenological study was to determine the factors that prompt fans to attend matches during games by focusing on three main factors including team affiliation, sportscape and star players. We used a qualitative phenomenological approach to obtain deeper comprehension regarding factors that influence fans to crowd at stadiums to watch football. We deployed semi-structured interviews which gave us the opportunity to probe and gather relevant responses. Interviews were audio taped and transcribed to pave the way for content analysis. Results show that fan affinity and star players are prime determinants of fans’ match day attendance at stadiums. Sportscape yielded mix results with some fans putting premium on sportscape but others lamented the deplorable conditions of stadium amenities such as washrooms, insecurity, and malfunctioning scoreboard on whose evidence sportscape does little to motivate them to attend matches. We recommend the need for teams to pool resources into recruitment of star players and build a groundswell of loyal fans through outstanding in-field performances to attract crowds to the stadium.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"73 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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