Positionality, Reflexivity, and Researcher-as-Instrument in Qualitative Research – Script
Hello, my name is Rashonda. Welcome to today’s presentation on positionality, reflexivity, and researcher-as-instrument in qualitative research.
Let’s begin by discussing these core concepts in qualitative research.
Grasping the fundamentals of positionality, reflexivity, and researcher-as-instrument is important for conducting quality qualitative research. To an individual, their positionality embodies their worldview, the position they take about research and the context, and their beliefs about reality, knowledge, and values, as defined by Holmes (2020). Notably, it shapes the way researchers think. According to this concept, a researcher’s personal quality, experience, or belief can shape data collection and analysis. As Gurr and colleagues (2024) explain, positionality encompasses beliefs about reality, which is ontology, knowledge, which is epistemology, and values, which is axiology.
On the other hand, reflexivity builds from positionality by insisting that researchers reflect upon their role throughout. As Olmos-Vega and colleagues (2022) note, reflexivity is tied to the researcher’s ability to make nuanced and ethical decisions. Jamieson and colleagues (2023) further describe reflexivity as the conscious, active acknowledgement of one’s beliefs, biases, and judgment systems. Qualitative research fulfillment is a subjective pursuit, and thus, reflexivity is required to account for how the inquiry’s subjectivity influences the research findings.
Lastly, unlike quantitative research that utilizes standardized tools, qualitative research acknowledges the researcher as a primary instrument that performs the collection of data, as noted by Teherani and colleagues (2015). This means that researchers need to be deeply conscious of their ontological and epistemological positions to fully penetrate data. Xu and Storr (2012) emphasize that acceptance of the researcher as an instrument signifies deep ontological and epistemological awareness. Transparency, credibility, and ethics are core concepts used in any research, but especially so for qualitative research.
Let me now discuss my positionality as well as my reflexivity strategies.
As a researcher, I have my own positionality, which is determined by my academic background, personal experiences, and worldview. As Yip (2023) explains, the position of the researcher has some bearing on what they study, the way research is carried out, and the outcome, influencing all aspects of research, including study design and data analysis.
To manage potential bias, I will implement multiple reflexivity techniques. Firstly, I will keep a reflexive journal through which I will write down my thoughts, feelings, and observations of the whole research study. It will consist of reflections related to occurrences during the interaction with participants and my emotional responses. This tool will help spot new biases and assumptions. Next, I plan to get peer debriefing from the co-researchers so they can inform me of my biases. As Kennedy and colleagues (2024) suggest, peer debriefing with fellow researchers challenges preconceptions and minimizes bias. I will use triangulation as my third measure. Jamieson and colleagues (2023) describe how triangulation involves collecting from a variety of sources and using various methods to corroborate findings from different perspectives and angles, strengthening findings by incorporating multiple methods and data sources. I will also complete structured reflexive questionnaires on a monthly basis to systematically examine the values, beliefs, and perceptions. Peddle (2022) notes that reflexive questionnaires completed regularly enable the development of specific trustworthiness strategies. As Gurr and colleagues (2024) emphasize, I will continuously reflect on my take on things and determine how it can affect the research through critical self-reflection that requires examining baseline assumptions and potential biases continuously, thus helping keep the methodology rigorous and credibility high.
As I conclude, let me delve into researcher-as-instrument and research ethics in my dissertation study.
The researcher-as-instrument is key to my dissertation study, where contextualization of the researcher’s positionality enables interpretation of the data and requires rigorous examination. For my dissertation research, I will conduct critical self-analyses to maintain constant awareness of how my background, assumptions, and perspectives affect every part of the research. As Yoon and Uliassi (2022) explain, researcher-as-instrument requires critical self-analysis and examination of researcher identities. In qualitative research, paying attention to positionality enhances transparency and methodological rigor. Kennedy and colleagues (2024) emphasize that addressing positionality becomes indispensable for fostering transparency and enhancing methodological rigor. As Jadallah (2025) notes, researchers must be accountable to complicated social and environmental contexts so that the processes and outcomes of research benefit participants and communities rather than harm them, as ethical research requires researchers to be answerable to complex social contexts.
My dedication to reflexivity will have a variety of ethical consequences. First, by clearly describing reflexive practices in the final research report, accountability is addressed, as reflexivity serves as accountability by detailing reflexive practices in final research reports. This allows readers to comprehend the research process through the identifier. Also, as Olmos-Vega and colleagues (2022) warn, not practicing reflexivity can affect the knowledge generated by qualitative research and individuals associated with this research. Through systematic reflexive practices, my research will have greater trustworthiness. As Gurr and colleagues (2024) explain, this means that I acknowledge researcher influence throughout the research process, which leads to ethical, credible, and meaningful scholarship that is responsible and beneficial for the field and participants, as reflexivity enhances trustworthiness by acknowledging researcher influence throughout the research process.
That’s all for today. Thank you.
References
Goundar, P. R. (2025). Researcher positionality: Ways to include it in a qualitative research design. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251321251
Gurr, H., Oliver, L., Harvey, O., Subedi, M., & van Teijlingen, E. (2024). The importance of positionality for qualitative researchers. Dhaulagiri Journal of Sociology and Anthropology, 18(01), 48–54. https://doi.org/10.3126/dsaj.v18i01.67553
Holmes, A. G. D. (2020). Researcher positionality – A consideration of its influence and place in qualitative research – A new researcher guide. Shanlax International Journal of Education, 8(4), 1–10. https://doi.org/10.34293/education.v8i4.3232
Jadallah, C. C. (2025). Positionality, relationality, place, and land: Considerations for ethical research with communities. Qualitative Research, 25(1), 227–242. https://doi.org/10.1177/14687941241246174
Jamieson, M. K., Govaart, G. H., & Pownall, M. (2023). Reflexivity in quantitative research: A rationale and beginner’s guide. Social and Personality Psychology Compass, 17(4), e12735. https://doi.org/10.1111/spc3.12735
Kennedy, E., Castanelli, D. J., Molloy, E., & Bearman, M. (2024). Addressing positionality in qualitative research: Significance, challenges and strategies. The Clinical Teacher, 21(6). https://doi.org/10.1111/tct.13820
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2022). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159x.2022.2057287
Peddle, M. (2021). Maintaining reflexivity in qualitative nursing research. Nursing Open, 9(6). https://doi.org/10.1002/nop2.999
Teherani, A., Martimianakis, T., Stenfors-Hayes, T., Wadhwa, A., & Varpio, L. (2015). Choosing a qualitative research approach. Journal of Graduate Medical Education, 7(4), 669–670. https://doi.org/10.4300/jgme-d-15-00414.1
Xu, M. A., & Storr, G. B. (2012). Learning the concept of researcher as instrument in qualitative research. The Qualitative Report, 17(21), 1–18. https://doi.org/10.46743/2160-3715/2012.1768
Yip, S. Y. (2023). Positionality and reflexivity: Negotiating insider-outsider positions within and across cultures. International Journal of Research & Method in Education, 47(3), 1–11. https://www.tandfonline.com/doi/full/10.1080/1743727X.2023.2266375#d1e109
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Question 
Positionality, Reflexivity, and Researcher-as-Instrument in Qualitative Research – Script
You will accomplish several tasks with this penultimate assignment. Be sure to address each of the following three prompts clearly and articulately:
• Describe your understanding of the following terms: positionality, reflexivity, and researcher-as-instrument.
• Describe your positionality as related to your role as a researcher.
• Describe one or more reflexivity techniques that you will use to reduce potential bias.
• Describe how researcher-as-instrument relates to your potential dissertation study.
• Reflect on how addressing positionality, reflexivity, and researcher-as-instrument will address research ethics in your dissertation study.
Positionality, Reflexivity, and Researcher-as-Instrument in Qualitative Research
Length: This assignment will include a written script of 2 pages and a narrated presentation that will last 3-5 minutes.
References: Include a minimum of 4 scholarly resources.
The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.
Completing Your Qualitative Dissertation by Linda Dale Bloomberg
ISBN: 9781071869819
Publication Date: 2023-04-26
Bloomberg, L. D. (2023). Completing your qualitative dissertation: A road map from beginning to end (5th ed). Sage.
Read Chapter 3, Choosing a Qualitative Research Approach.
In this segment of the chapter, the authors uncover the foundational elements of the role and responsibilities of a qualitative researcher, highlighting important practices to ensure authenticity and integrity throughout the research process.
Access your Redshelf book by clicking on the link in the Getting Started module or the Bookshelf link at the top of your course.
Resources Relating to the Roles and Responsibilities of the Researcher Desert Island Data: An Investigation into Researcher Positionality
Dean, J., Furness, P., Verrier, D., Lennon, H., Bennett, C., & Spencer, S. (2018). Desert island data: An investigation into researcher positionality.
Qualitative Research, 18(3), 273–289.
In this article, the authors reflect on the role of researcher positionality within the context of qualitative research and differences that may occur in data analyses due to differences in researcher positionality and qualitative researcher-as-instrument.
Identity, Power, and Positionality
Brooks, R., te Riele, K., & Maguire, M. (2014). Chapter 6: Identity, power, and positionality. In Ethics and education research (pp. 100-116). SAGE.
In this chapter, the authors discuss researcher positionality from the context of ethics in educational research including considerations for practice-based or practitioner research.
Reflexive Practice
May, T., & Perry, B. (2017). Reflexive practice. In Reflexivity: The essential guide. SAGE.
In this chapter, the authors discuss how reflexivity can be utilized for reflexive practice and the ongoing development of a qualitative researcher as an insider/outsider and within research spaces. Practice-based examples are provided for qualitative research within institutional contexts.
Researcher, Analyze Thyself
Saldaña, J. (2018). Researcher, analyze thyself. International Journal of Qualitative Methods, 17(1), 1-7.
In this article, the author prompts questions for considerations of researcher positionality and researcher identity specific to the role of the researcher in qualitative analysis. Specific traits for qualitative researchers are discussed in the context of the self as a researcher within a larger qualitative research community.
Role & Responsibilities of the Qualitative Researcher
Bloomberg, L. (2019). Role & responsibilities of the qualitative researcher [Webinar]. Northcentral University/Center for Teaching and Learning
This presentation highlights the importance of critical self-reflection to address researcher subjectivity and identify inherent researcher bias so that the research process is transparent and ethical