Table 1 Description of the IPA analysis... | Emerald Publishing

Table 1

Description of the IPA analysis

Phase of analysis	Description
1. Individual analysis	The second author transcribed the data to an appropriate level of detail and the first and third authors cross-checked for accuracy. The first, second and fourth authors read and discussed the statements of the interview data across 24 transcripts and coded a textual analysis. Analysis was done to figure out conceptual ideas into themes and then all the themes were noted and interpreted after the second round of discussion among all the authors
2. Within-group analysis	For each participant group (students, parents, teachers and management), commonalities and differences were identified within individual interviews and across interviews. Emerging patterns or themes were structured and assigned meaning to the context. Recurring themes were concluded as a common theme
3. Across group analysis	Commonalities and differences across the groups were organized diagrammatically into overarching themes. This structure was reviewed by the research team, and the overall meanings from these patterns were used to derive labels for themes (Smith et al., 2009)
3. Across group analysis	Transcripts were given to the participants and requested feedback about the accuracy of the content to check consistency between emergent and superordinate themes and to identify quotations to support each theme (Smith et al., 2009). The comments attained through this process helped to appropriately reflect the individual voices in the final report (Smith, 2017). The findings of the study were presented to highlight the personal experiences of participants to reflect both convergence and divergence from the superordinate themes identified in the data (Smith, 2017)
5. Reliability	An independent researcher reviewed the emergent themes identified for a random selection of 30% of the participants. Inter-rater reliability was “substantial” (κ = 0.62; Landis and Koch, 1977)

Phase of analysis	Description
1. Individual analysis	The second author transcribed the data to an appropriate level of detail and the first and third authors cross-checked for accuracy. The first, second and fourth authors read and discussed the statements of the interview data across 24 transcripts and coded a textual analysis. Analysis was done to figure out conceptual ideas into themes and then all the themes were noted and interpreted after the second round of discussion among all the authors
2. Within-group analysis	For each participant group (students, parents, teachers and management), commonalities and differences were identified within individual interviews and across interviews. Emerging patterns or themes were structured and assigned meaning to the context. Recurring themes were concluded as a common theme
3. Across group analysis	Commonalities and differences across the groups were organized diagrammatically into overarching themes. This structure was reviewed by the research team, and the overall meanings from these patterns were used to derive labels for themes (Smith et al., 2009)
3. Across group analysis	Transcripts were given to the participants and requested feedback about the accuracy of the content to check consistency between emergent and superordinate themes and to identify quotations to support each theme (Smith et al., 2009). The comments attained through this process helped to appropriately reflect the individual voices in the final report (Smith, 2017). The findings of the study were presented to highlight the personal experiences of participants to reflect both convergence and divergence from the superordinate themes identified in the data (Smith, 2017)
5. Reliability	An independent researcher reviewed the emergent themes identified for a random selection of 30% of the participants. Inter-rater reliability was “substantial” (κ = 0.62; Landis and Koch, 1977)