Introduction

Similarly, in Troman, G. (2000) qualitative research, research question is not also explicitly
stated. I can infer research question from abstract. Author concentrated on this essential
question: Why did teacher emotions and cultures of teaching lead to unsatisfactory social
relationships with adult eq. colleagues, headteachers, parents and inspectors? I can also reveal
several specific questions from this general question. Has teachers’ stress been influenced by
personal emotion and feeling? Has teachers’ stress been influenced by the other factors? Has
teachers’ been influenced by their experiencing of teaching? The study proved correlation
between variables that are related to trust and distrust and it is given more detailed and more
specific information and example for each variable.
the second articles’ purpose is that teacher experience of trust and distrust in their work and
the consequences of this for individuals and staff relationships.
Research approaches
The second article, Troman, G. (2000) analyse ‘teacher experience of trust and distrust in
their work, and the consequences of this for individuals and staff relationships’ (p.333).
These type of research questions should take up seriously ethnographic approach. Because
ethnographic study a process whereby it requires making observations regularly in the
behaviours of a group, listening to the speeches among group members and collecting
information about the group (Bryman, 2012). Therefore, this study adopts qualitative research
orientation. Whereas, qualitative research allows us to obtain deep research on small groups,
quantitative research reveals a comprehensive figure of wide groups of people (Griffin, …). It
may be considered an advantage, since it allows us to see what we want to observe in small
groups in the finest detail. By way of contrast, if considered as a disadvantage, findings are
not suitable for generalization to be used in other areas; namely, findings can be thought in
their own domain (Nurani et al. 2008). It has been explored relationship between teacher and
staff. Their opinion and responses was gathered as a matter of oral.
Research methods
Troman, G. (2000) study was implemented in schools representing a range of urban and rural
locations. Before this research, researcher accepted that teacher experience of trust and
distrust in their work has a consequence of this for individuals and staff relationships. This
study was conducted as a non-probability sampling because teachers were chosen to
participate in the study before. Due to the selection feature, in the non-probability sampling,
the researchers have access to detailed information about the special group; therefore, this
sample does not represent a large part of the society. (Cohen et al. 2000). It is more likely a
disadvantage of this study. Because the study was done on the basis of a small mass. The
basic method of the research is semi-structured and open-ended, in-depth, life history
interviewing. In order to contact headteachers and teachers who were experiencing and had
experienced stress in their work. These methods of research are able to obtain information
from the first eye-contact. Due to the nature of the questions, we have in-depth information
about things we want to learn about the people or participants. The researcher might receive
that they want to learn about life stories their participants. The ultimate number of this study
is 20 teachers, 13 female and seven men. It can be said that the structure of this research is
sufficient for the number of participants. The majority of the participants are women.
Experienced teachers were chosen for this study in terms of teaching experience. These
teachers work in different parts of the society and they are composed of different age groups.
Having different age groups and being multi-cultural teachers can be considered as an
advantage. These multiple methods let researcher triangulation. Campbell and Fiske (1959,
cited in Cohen et al. 2000) says that it is an influential way of representing contemporaneous
validity, especially in qualitative research.