The sampling procedure was systematic. Participants were identified based on previous research and reflections. The sources were invited to participate after being informed about the nature of the study.
The theme of the research was recognized as multidimensional. This is the reason why different sets of questionnaires were designed – all focusing on relevant and diverse aspects of the teaching experience in order to comprehensively describe and address the research problem. While there were no face-to-face interviews, observations or focus group discussion, a total of five questionnaire models were used to gather and evaluate experiences. These are the Teacher Stress Inventory (TSI), Negative Mood Regulation (NMR), COPE, Maslach Burnout Inventory Educators Survey, and Brief Symptoms Inventory. They were designed to measure variables in areas of stress, burnout, coping, negative mood and distress. While the study involved no open-ended question either, the survey questions provided were all designed to reveal highly detailed personal experiences and quantify them. For instance, respondents were asked to rate their responses to items such as Did you feel lonely?” or “Did you feel keyed up”. These questions were asked after situations were provided, which is consistent with the phenomenological technique of describing experiences, as a crucial element in data gathering and interpretation.
The researchers established their research paradigm by introducing epistemological and axiological assumptions. This was achieved when assumptions about stress, burnout and coping strategies were provided. For example, teachers were specifically identified as the subject of the research because they were assumed to have more difficult work tasks and, hence, would be more prone to stress and burnout. This was also highlighted with the fact that the data was gathered from self-report questionnaires.