Using mixed methods in an essentially qualitative study: reflections on design and process in an education for sustainability context

Abstract

This paper reports on the methodological approach used to ascertain the views of teachers implementing the NSW Sustainable Schools Program. An assumption of the researcher was that teachers would interpret the Program according to their own beliefs and according to the context within which they worked. Of particular interest was the extent to which teachers' views were in keeping with underlying philosophical assumptions of the Sustainability Program. The research involved the use of mixed methods within an essentially qualitative approach. In-depth interviews with eight teachers provided the main source of data. This was supported by survey data for the purpose of identifying views amongst a wider sample. The details and limitations of the study design and its practical application are discussed. The methods employed in the study have implications for the usefulness of the recommendations that arise regarding ways teachers in NSW schools can be supported in environmental education.