BECE, Vol.10, No.2, 2022 1353 Qualitative Comparative Analysis (QCA): An Innovative Approach for Integrating Qualitative and Quantitative Analysis Longjun Zhou Jiangsu Second Normal University, Nanjing 211200, Jiangsu, Chin “Such highly qualitative leadership is demanded especially in the realm of the fostering of right international relations. Here the demand is simply irresistible.” –John Raleigh Mott DUCATIONAL research has long used quantitative and qualitative analysis. Quantitative analysis is the process of quantifying things through the use of numbers, which represent quantifiable characteris- tics of things such as scale, speed, and degree, as well as the spatial arrange- ment of their constituents (Yang, 1995). Qualitative analysis is the polar op- posite, i.e., evaluating things on the basis of their quality rather than their quantity. A thing's quality refers to its normative nature, which distinguishes it from other things (Li, 1997). Simply put, quantitative analysis focuses on the "what" and employs numerical expressions to depict a given reality, whereas qualitative analysis aims to comprehend the "why" and investigates how we describe something. Qualitative and quantitative analysis, on the other hand, each have their own set of advantages and disadvantages. Qualitative analysis enables us to delve deeply into the subject under investigation. It is frequently criticized for its ambiguity and uncertainty, as well as its susceptibility to analyst sub- jectivity, because it is based on relatively small sample sizes and specific cases rather than on random selection and extensive sampling (Sun, 2005). In © 2022 Insights Publisher. All rights reserved. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the In- sights Publisher. E BECE, Vol.10, No.2, 2022 1354 comparison, quantitative analysis is appropriate for large-scale investigations and frequently produces informative results (Zeng, 2000); it is performed with a high degree of standardization and is less susceptible to analyst bias. On the other hand, quantitative analysis has a limited depth of inquiry and its results are subject to the influence of social factors. Ragin develops qualitative comparative analysis (QCA) to bridge the divide between qualitative and quantitative analysis. QCA allows for more flexibility in sample selection in response to the uniqueness of each case; it is more focused on the sufficient and necessary conditions for a research result; and it prioritizes investigating the combinatorial factors underlying a social phenomenon.QCA is a collection of three fundamental techniques: fussy set QCA (fsQCA), crisp set QCA (csQCA), and multi-value QCA (mvQCA). By establishing sufficient and necessary relationships between explanatory and outcome variables, researchers can investigate the multifactor combinations influencing a particular case using fsQCA (Ragin & Pennings, 2005). The Effects of Class Teachers' Leadership and Personal Characteristics on Student Academic Performance: A Qualitative Comparative Analysis of Fuzzy Sets The article Citing H Middle School as a Case Study in this issue examines 24 grade seven classes at Lianyungang H Middle School. It em- ploys fsQCA to examine the effects of differential combinations of factors on student academic performance, including class teacher characteristics and leadership behavior, by creating truth tables and performing necessary com- putations. The primary objective of this study is to determine the effect of class teachers' leadership behaviors on student academic achievement and to provide useful guidelines for school administrators in selecting appropriate class teachers (Zhao & Zhang, 2022). We can draw the following conclusions from the study: i) Democratic class teacher leadership is effective in class management and popular with students; ii) Class teacher tenure is detrimental to student academic perfor- mance improvement; iii) Class teachers with a high capacity for democratic leadership can make a significant difference in student academic achieve- ment; iv) The effect of class teachers' marital status and gender on student academic results varies depending on their specific combinations with other factors (Zhao & Zhang, 2022). References Li, F. (1997). Research methodologies of modern educational sciences. Guangzhou: Guangdong Higher Education Press. BECE, Vol.10, No.2, 2022 1355 Ragin, C.C., & Pennings, P. (2005). Fuzzy sets and social research. Sociological Methods and Research, 33(4):423-430. DOI: https://doi.org/10.1177/0049124105274499 Sun, R.Y. (2005). Qualitative, quantitative and content analysis: Discussion of research approaches in the field of publication and information. Journal of Modern Infor- mation, 2005(1):2-6. DOI: https://doi.org/10.3969/j.issn.1008-0821.2005.01.001 Yang, L.Z. (1995). Research methodologies of educational sciences. Dalian: Liaoning Normal University Press. Zeng, J. (2000). A comparison of quantitative and qualitative research methods in educa- tional research. Journal of Guangxi College of Education, 2000(3):12-18. DOI: https://doi.org/10.3969/j.issn.1006-9410.2000.03.003 Zhao, H., & Zhang, J. (2022). The influence of class teachers’ leadership behavior and personal characteristics on student academic performance: A study of fuzzy set qualitative comparative analysis citing H Middle School as a case study. Best Evi- dence in Chinese Education, 10(2):1357-1373. DOI: https://doi.org/10.15354/bece.22.or042 Correspondence to: Longjun Zhou, Ph.D. Jiangsu Second Normal University Nanjing 211200 Jiangsu China E-mail: 294437034@qq.com Conflict of Interests: None. Doi: 10.15354/bece.22.co003 https://doi.org/10.1177/0049124105274499 https://doi.org/10.3969/j.issn.1008-0821.2005.01.001 https://doi.org/10.3969/j.issn.1006-9410.2000.03.003 https://doi.org/10.15354/bece.22.or042 mailto:294437034@qq.com