The aim of this paper is to illuminate the challenges, complexities, and strategies of semi-structured interviewing in studies about emotion in educational organizations, in general, and about teacher emotion and emotion in educational leadership, in particular, and, thereby, enable interviewers to make thoughtful decisions concerning planning and implementing future interviews on this sensitive issue. After a short review of the literature on semi-structured interviews, I analyze the distinctive characteristics of the planning phase (e.g., sample, sampling, location) and the implementation phase (e.g., the opening stage, rapport, hazards) in interviewing teachers and educational leaders about their emotion management, emotion regulation and internal feelings. Practical insights and recommendations are suggested throughout the text.
Semi-Structured Interview, Emotion, Teaching, Educational Leadership
I would like to thank my PhD and MA students who wrote their theses under my supervision for sharing their experiences and feelings during the interviewing processes they underwent during their studies.
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Recommended APA Citation
Oplatka, I. (2018). Understanding Emotion in Educational and Service Organizations through Semi-Structured Interviews: Some Conceptual and Practical Insights. The Qualitative Report, 23(6), 1347-1363. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss6/6