Abstract:
This thesis focuses on teachers’ constructions of their own credibility. More specifically, the study aims to explore and understand Intermediate Phase teachers’ constructions of their self-perceived credibility within a South African context. In alignment with the purpose of the study, two underpinning research questions were posed. The first research question inquired into how Intermediate Phase teachers construct their own perceptions of their credibility. The second research question focused on why Intermediate Phase teachers construct their own perceptions of their credibility in the way that they do. The findings from this study are based on the stories of the participants. The participants were selected using two qualitative sampling techniques, namely purposive and snowball. The criteria ensured that the participants were Intermediate Phase teachers who have experience teaching in Gauteng-based primary schools. Two research designs were used, namely narrative and arts-based inquiry. In alignment with the designs, two methods were used, specifically biographic-narrative interpretive method outlined by Wengraf (2001, 2004) and arts-based method. The data heavily relied on the participants’ input by using a single question aimed at inducing narrative (Wengraf, 2004) and participants’ personally selected artefacts to provide a foundation for their stories. The study draws on two theoretical frameworks, specifically the McCroskey, Valencic, and Richmond (2004) model for instructional communication and the phenomenology of sociology theory by Schutz (1967). By adopting and adapting tenets from both theories, I propose a conceptual framing to situate the emergent findings. I adopted the major credibility factors suggested by McGlone and Anderson (1973) to strengthen the focus on teachers’ credibility in the conceptual framing. This qualitative study’s findings were decoded using inductive thematic data analysis, whereby emergent themes and subthemes were used as a backdrop to interpret the data. Conceptually, this study proposes a conceptual framing that offers Intermediate Phase teachers a framework to consider and reflect on their constructions of their self-perceived credibility. Methodologically, this study justifies the importance of blurring the boundaries between narrative and arts-based research designs. Theoretically, this study highlights commonly referred to credibility pillars based on 21st century Intermediate Phase teachers’ narratives.
