Exploring Mixed Methods in Educational Research: Insights from a School Self-Evaluation Study

Abstract Book of the 8th World Conference on Teaching and Education

Year: 2025

[PDF]

Exploring Mixed Methods in Educational Research: Insights from a School Self-Evaluation Study

Aynur Dadashova Mammadova

ABSTRACT:

In Azerbaijan, where little if any similar research has been conducted, this study examines the transformative potential of mixed methods in educational research, with a focus on School Self-Evaluation (SSE). Employing a sequential explanatory mixed-methods design, the study integrates quantitative surveys and qualitative interviews to provide a comprehensive understanding of SSE practices. In a transitional education system such as Azerbaijan, the research highlights the adaptability of mixed methods in addressing complex educational phenomena, bridging the gap between policy aspirations and practical realities. Quantitative surveys revealed broad patterns in stakeholder perceptions of SSE, while qualitative interviews delved into contextual nuances, exposing systemic challenges such as resource constraints, hierarchical governance, and limited stakeholder engagement. Azerbaijan’s educational reforms, initiated post-independence, aim to modernize the system by aligning it with global standards. New external and internal monitoring of quality in educational institutions has been introduced since 2020 as a tool to promote accountability and continuous school improvement. However, its implementation is hindered by cultural resistance, limited resources, and the enduring influence of hierarchical traditions. The study underscores the need for methodological approaches that capture both macro-level trends and micro-level dynamics, making mixed methods an ideal choice. The findings demonstrate the critical role of cultural and systemic factors in shaping the perception and effectiveness of internal school evaluation. Participants recognized SSE’s theoretical value, with 69% viewing it as instrumental for school improvement. However, qualitative insights revealed that stakeholders often perceive SSE as bureaucratic and disconnected from daily educational practices. The research also highlights the importance of stakeholder involvement in enhancing SSE practices. While 52% of survey respondents reported their schools gathered student feedback, interviews revealed significant barriers to effective engagement. Teachers and administrators emphasized the need for inclusive strategies that actively involve students, parents, and community members in the evaluation process. The integration of survey and interview data illuminates critical gaps and contradictions in stakeholder participation and offers practical recommendations for fostering collaboration. Classroom observations emerged as a pivotal component of external and internal monitoring. Quantitative findings showed that 64% of participants valued observations, but qualitative interviews revealed that their effectiveness hinges on the quality of feedback and alignment with broader development goals. The study underscores the importance of constructive feedback mechanisms and collaborative practices in maximizing the impact of SSE. Resource limitations were a recurring theme across both datasets. Only 48% of survey respondents believed their schools had adequate resources to support SSE. Qualitative interviews elaborated on these challenges, citing insufficient funding, technological tools, and dedicated time as significant barriers. By synthesizing these findings, the study emphasizes the necessity of resource allocation as a foundation for successful SSE implementation. Cultural and structural barriers, deeply rooted in Azerbaijan’s post-Soviet educational context, also play a significant role in shaping the school’s own evaluation practices. While survey data highlighted stakeholder agreement on the theoretical benefits of SSE, qualitative findings revealed resistance to participatory approaches and hierarchical traditions that undermine collaboration. Addressing these cultural dynamics is essential to achieving meaningful reform. This article makes several methodological, substantive and practical contributions to the field of School Self-Evaluation (SSE) research, particularly in culturally diverse and resource-constrained contexts.This study demonstrates the utility of mixed methods in exploring complex phenomena within culturally specific, resource-constrained contexts, highlighting the methodological flexibility and rigor needed to integrate quantitative and qualitative data effectively. It also provides an overview of SSE policy and practice in Azerbaijan, offering actionable insights for policymakers and practitioners, and emphasizing the importance of tailored approaches that align with local cultural and systemic conditions. The study reflects on challenges in applying mixed methods to educational research, such as cultural and logistical barriers in participant recruitment during the quantitative phase, highlighting the need for context-sensitive strategies. It also underscores the iterative refinement and nuanced interpretation required to integrate diverse datasets, emphasizing coherence and complementarity in mixed methods research. The findings have broader implications for educational reform and development, particularly in transitional systems like Azerbaijan’s. They illustrate the potential of mixed methods to bridge the gap between policy and practice, offering a comprehensive understanding of complex educational dynamics. The research underscores the importance of addressing cultural, systemic, and resource-related challenges to unlock the full potential of SSE as a tool for school improvement and provides suggestions for further research.

Keywords: Mixed Methods, School Self-Evaluation, Educational Reform, Stakeholder Engagement, Azerbaijan