Interview coding schema
| Code | Interview question |
|---|---|
| 1 | What school and district do you currently work at? |
| 2 | What is your role? |
| 2a | Principal |
| 2b | Assistant principal |
| 2c | Describes past roles: respondent shared information on previous or other concurrent roles |
| 2d | Other: respondent names a role that does not align with codes above (e.g. respondent currently works at policy level) |
| 3 | How long have you been in this role? |
| 3a | Less than 3 years |
| 3b | 3–5 years |
| 3c | More than 5 years |
| 3d | Unclear: respondent does not name how long they have been in this role |
| 3e | Other: respondent shares detail about time spent in other roles |
| 4 | Could you please briefly describe your everyday tasks in this role? |
| 4a | Administrative tasks (e.g. grant planning, meetings, reporting) |
| 4b | Supporting teachers (e.g. covering classes, providing professional development or resources) |
| 4c | Supporting students (e.g. providing mentoring, academic support, or mediation) |
| 4d | Monitoring (e.g. classroom observations, school-level oversight) |
| 4e | Other: respondent shares information that does not align with codes above |
| 5 | What is your experience working with researchers either in this role or a previous role? |
| 5a | Has worked with researcher: respondent can name an experience working with research in some capacity (e.g. they collaborated with a researcher, a researcher has contacted them, a researcher has worked in their school, they attended a PhD program) |
| 5ab | Has not worked with researcher: respondent cannot think of an experience in which they worked with a researcher |
| 5ac | Background information: respondent shares information on how they worked with researcher, or describes what the experience was |
| 6 | While working as a school leader, think back to a positive experience you had when a researcher approached you. So now that you have this positive experience in mind, what about their communication style influenced you to participate? If you haven’t been approached by a researcher, what would make the experience a positive one? |
| 6a | Type of communication: respondent describes how the communication occurs (e.g. email, phone) |
| 6b | Style of communication: respondent describes attributes of the communication that were favorable (e.g. direct, relatable) |
| 6c | Content of communication: respondent describes what information is shared in the communication (e.g. aligns with school/districts’ goals) |
| 6d | People involved: respondent discusses the individuals the researcher communicated with (e.g. teacher, principal, district leaders) |
| 6e | Other: respondent shares information that does not align with codes above |
| 7 | Thinking back on a negative experience when a researcher approached you, what about their communication style made it a negative experience? How did you proceed after the negative experience? What were your next steps? [If they can’t think of an experience] If you haven’t been approached by a researcher, what would make the experience negative? |
| 7a | Type of communication: respondent describes how the communication occurs (e.g. email, phone) |
| 7b | Style of communication: respondent describes attributes of the communication that were unfavorable (e.g. indirect, unrelatable) |
| 7c | Content of communication: respondent describes what information is shared in the communication (e.g. misaligns with school/districts’ goals) |
| 7d | People involved: respondent discusses the individuals the researcher communicated with (e.g. teacher, principal, district leaders) |
| 7e | Suggestions: respondent shares the communication practices that are more likely to support the collaboration between the researcher and the school/district leader |
| 7f | Other: respondent shares information that does not align with codes above |
| 7g | Never had a negative experience: respondent does not name a negative experience with a researcher |
| 8 | How do your past experiences impact whether you will work with researchers in the future? |
| 8a | Positive experience: respondent shares favorable past experiences (e.g. liking research, completing graduate program, having a good connection with a researcher) |
| 8b | Negative experience: respondent shares negative past experiences (e.g. researcher was rude, research didn’t go well in school) |
| 8c | No opinion/impact: respondent shares that their past experiences do not impact how they will work with researchers in the future |
| 8d | Suggestions: respondent shares positive examples of researchers from their past that they hope other researchers will adopt |
| 8e | Other: respondent shares information that does not align with codes above |
| 9 | What is the process for deciding to participate in research at your school/district? |
| 9a | Best starting point: respondent describes the best starting point for researchers to contact a school and/or district to participate in their work |
| 9b | Who is involved: respondent describes which individuals are involved in agreeing to participate in the research (research team, school leaders, teachers, etc.) |
| 9c | Who screens requests: respondent describes who screens requests (e.g. assistant principal, district leader, front desk staff) |
| 9d | What happens after the request gets screened: respondent describes the process of how collaboration is formed between researcher and school/district |
| 9e | Other: respondent shares information that does not align with codes above |
| 10 | Common types of research projects include interviews, surveys, focus groups, observations, and data sharing. Are there any kinds of research projects that are an easy yes? A hard no? Why? |
| 10a | Easy yes: respondent describes a specific type of research that is easier or more likely for them to participate in |
| 10b | Challenges: respondent describes a specific type of research that is difficult to participate in, or describes general challenges to agreeing to participate in research |
| 10c | Other: respondent shares other information that does not align with codes above |
| 11 | What do you hope to get out of working with researchers? For example, sharing findings with school? Publication? Other benefits for the school? |
| 11a | Sharing findings with school: respondent describes why or how it’s beneficial to share findings back with the school |
| 11b | Publication: respondent describes why or how it’s beneficial for the research to result in a publication |
| 11c | Other benefits for the school: respondent describes why or how other outputs may benefit the school |
| 12 | *Tie back to daily-tasks noted earlier.*I know earlier you mentioned your daily tasks include ___. Can you tell me more about the initiatives you are currently prioritizing in your school/district? What demands of those priorities might make you more or less likely to engage in research? |
| 12a | Named priority: respondent describes initiatives at their school |
| 12b | Effect of priority: respondent describes how the initiative impacts their willingness to participate in research |
| 12c | Other: respondent shares other information that does not align with codes above |
| 13 | Ask for additional information they would like to share |
| 13a | Additional information |
| Code | Interview question |
|---|---|
| 1 | |
| 2 | What is your role? |
| 2a | Principal |
| 2b | Assistant principal |
| 2c | Describes past roles: respondent shared information on previous or other concurrent roles |
| 2d | Other: respondent names a role that does not align with codes above (e.g. respondent currently works at policy level) |
| 3 | |
| 3a | Less than 3 years |
| 3b | 3–5 years |
| 3c | More than 5 years |
| 3d | Unclear: respondent does not name how long they have been in this role |
| 3e | Other: respondent shares detail about time spent in other roles |
| 4a | Administrative tasks (e.g. grant planning, meetings, reporting) |
| 4b | Supporting teachers (e.g. covering classes, providing professional development or resources) |
| 4c | Supporting students (e.g. providing mentoring, academic support, or mediation) |
| 4d | Monitoring (e.g. classroom observations, school-level oversight) |
| 4e | Other: respondent shares information that does not align with codes above |
| 5a | Has worked with researcher: respondent can name an experience working with research in some capacity (e.g. they collaborated with a researcher, a researcher has contacted them, a researcher has worked in their school, they attended a PhD program) |
| 5ab | Has not worked with researcher: respondent cannot think of an experience in which they worked with a researcher |
| 5ac | Background information: respondent shares information on how they worked with researcher, or describes what the experience was |
| 6a | Type of communication: respondent describes how the communication occurs (e.g. email, phone) |
| 6b | Style of communication: respondent describes attributes of the communication that were favorable (e.g. direct, relatable) |
| 6c | Content of communication: respondent describes what information is shared in the communication (e.g. aligns with school/districts’ goals) |
| 6d | People involved: respondent discusses the individuals the researcher communicated with (e.g. teacher, principal, district leaders) |
| 6e | Other: respondent shares information that does not align with codes above |
| 7a | Type of communication: respondent describes how the communication occurs (e.g. email, phone) |
| 7b | Style of communication: respondent describes attributes of the communication that were unfavorable (e.g. indirect, unrelatable) |
| 7c | Content of communication: respondent describes what information is shared in the communication (e.g. misaligns with school/districts’ goals) |
| 7d | People involved: respondent discusses the individuals the researcher communicated with (e.g. teacher, principal, district leaders) |
| 7e | Suggestions: respondent shares the communication practices that are more likely to support the collaboration between the researcher and the school/district leader |
| 7f | Other: respondent shares information that does not align with codes above |
| 7g | Never had a negative experience: respondent does not name a negative experience with a researcher |
| 8a | Positive experience: respondent shares favorable past experiences (e.g. liking research, completing graduate program, having a good connection with a researcher) |
| 8b | Negative experience: respondent shares negative past experiences (e.g. researcher was rude, research didn’t go well in school) |
| 8c | No opinion/impact: respondent shares that their past experiences do not impact how they will work with researchers in the future |
| 8d | Suggestions: respondent shares positive examples of researchers from their past that they hope other researchers will adopt |
| 8e | Other: respondent shares information that does not align with codes above |
| 9a | Best starting point: respondent describes the best starting point for researchers to contact a school and/or district to participate in their work |
| 9b | Who is involved: respondent describes which individuals are involved in agreeing to participate in the research (research team, school leaders, teachers, etc.) |
| 9c | Who screens requests: respondent describes who screens requests (e.g. assistant principal, district leader, front desk staff) |
| 9d | What happens after the request gets screened: respondent describes the process of how collaboration is formed between researcher and school/district |
| 9e | Other: respondent shares information that does not align with codes above |
| 10a | Easy yes: respondent describes a specific type of research that is easier or more likely for them to participate in |
| 10b | Challenges: respondent describes a specific type of research that is difficult to participate in, or describes general challenges to agreeing to participate in research |
| 10c | Other: respondent shares other information that does not align with codes above |
| 11a | Sharing findings with school: respondent describes why or how it’s beneficial to share findings back with the school |
| 11b | Publication: respondent describes why or how it’s beneficial for the research to result in a publication |
| 11c | Other benefits for the school: respondent describes why or how other outputs may benefit the school |
| 12a | Named priority: respondent describes initiatives at their school |
| 12b | Effect of priority: respondent describes how the initiative impacts their willingness to participate in research |
| 12c | Other: respondent shares other information that does not align with codes above |
| 13a | Additional information |
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