* The goals of the survey: What specific information is Jane trying to gather? A broad survey might need many categories, while a focused one could use fewer.
* The level of detail needed: Does Jane need granular data or a more general overview? More detail requires more categories.
* The length of the survey: Too many categories can make the survey lengthy and tedious for respondents, leading to lower completion rates and less reliable data.
* The analysis methods: Jane's chosen analysis methods will influence the appropriate number of categories. Some methods work better with fewer, more broadly defined categories, while others can handle many more.
Instead of focusing on a specific number, Jane should prioritize creating meaningful and mutually exclusive categories. She should aim for a balance between sufficient detail to capture the nuances of student experiences and a manageable number of categories to ensure a usable and effective survey.
A possible approach: Jane could start by brainstorming all the aspects of teachers she wants to assess (teaching methods, classroom management, support, communication, etc.). Then, she can group similar aspects into broader categories. She can then pilot test the survey with a small group to see if the categories are clear, comprehensive, and not overly numerous. Iterative refinement based on pilot feedback is key.