Many researchers have used qualitative research methods to examine real life situations, and in exploring the root and depth of a case study one must understand the definition of the term. According to Yin (2003), a case study is an empirical inquiry into a contemporary phenomenon within its real-life context, when the boundaries between phenomenon and context are not clearly evident, employing multiple sources of evidence.
74 There are different types of case study, such as exploratory, explanatory and descriptive.
Creswell (2003), Cohen, et al., (2007) and Geertz (1973) define it broadly as an in-depth, intensive enquiry reflecting a rich and lively reality and exploration of a bounded system.
The bounded system in this study refers to the UCCZ mission schools during the period 1995 to 2010, investigated through in-depth views of SMTs in relation to how they enacted their leadership during this specified period. Creswell (2008) also views a case study as a methodology or type of design in qualitative research, an object of study as well as a product of inquiry. In line with this view, Rule and John (2010) maintain that it involves identifying a case, locating the study in relation to the relevant literature and contexts, designing the study, generate data, analysing data and presenting findings.
According to Merriam (1998, pp. 29-30), in qualitative research:
a case study is described as being particularistic in that it focuses on a particular situation, secondly descriptive where case studies present rich thick descriptions of the phenomenon of the case being studied and lastly heuristic where a case study illuminates the readers understanding of the phenomenon under study, thus leading to the discovery of new meanings.
This research was designed as a historical case study of the UCCZ mission schools, concentrating on a particular period over time and tracing its development in the practices of leadership. A historical case study is a systemic process of describing, analysing and interpreting the past (Maree, 2007) that explores past trends and applies them to current and future ones. According to Merriam (1998), a description of how, what, when and why things happen are an essential part of a study. A historical case study was suitable for this study because I wanted to find out how the UCCZ mission schools had evolved historically and to understand their leadership practices in relation to their culture, structure, ethos, vision and mission over the period 1995 to 2010. I was also interested in finding out how past and present leaders of the schools influenced and continue to influence the leadership practices.
A case study method is appropriate for this study because it is intelligible and speaks for itself, catching “unique features that otherwise would have been lost in the interpretation of larger scale data” (Cohen, et al., 2007, p. 256). It was found to be strong on reality and I did not need a whole team to conduct the research, rather I was able to draw conclusions about the SMTs within a specific context, using individual interviews, observations and journal entries to capture information. Furthermore, a good case study can provide readers
75 with a three-dimensional picture and illustrate the relationship, micro-political issues and patterns of influence in a particular context, offering a rich store of information about a phenomenon (Bell, cited in Cohen, et al., 2007). Case study strive to depict the thick description of participants‟ lived experiences and convey „what it is like‟ to be in a particular situation, to catch the close-up reality of thoughts and feelings for the situation.
The multiple sources of evidence were useful in providing a holistic portrayal of the practices of leadership, thereby creating an in-depth analysis and comparison converging into triangulation of the data sources.
It was not my intention to focus on the discovery of a universal generalisable truth, but rather I emphasised the exploration and description of the practices of leadership within a particular context. For this study, a descriptive case study applies because it presents a complete description of a marvel within its context. Four schools across 18 mission schools were identified as sub-cases, including two primary schools and two boarding high schools. The choice of the schools was based on their influence on the practices of leadership over the turbulent years, 1995 to 2010. It was my personal area of interest and convenience in accessing data.
However, it must be noted that there are limitations of a case study methodology, with some critics arguing that information can sometimes come across as being distorted as it is prone to problems of observer bias, despite attempts made to address reflexivity (Cohen et al., 2007). It is not easy to cross-check information in all cases and if only a few cases have been studied it is not possible to make generalisations. Cohen, et al., (2007, p. 256) state:
... case studies are not open to cross checking hence they might be selective, biased, personal and subjective, making them difficult to generalise because they are based on qualitative subjective data therefore they can only be generalisable to a particular context.
In the light of these limitations it is important that I present my own methodological stance, giving a clear statement of the conceptual underpinnings of the case. Particular sources who are consulted might strongly influence a case study and turn out differently from others. In a case study, the subjectivity of the researcher is an issue, as his or particular bias and positionality is likely to influence how the case is constructed and what it reveals. It is therefore important that the researcher be aware of how his/her position
76 impacts on the research. A further challenge to case study research is that it is not necessarily generalisable, hence its restricted applicability. The findings might be informed by the particular context, for instance, the UCCZ mission schools and setting of that case, which might not apply to others. Two other concerns with the case study relate to the impact of the intervention on participants and the danger of „fixing‟ a reality which is constantly changing.