Summary 161 units were then thematically coded and further categorised in several rounds. The results contain those categories that were perceived to be required to communicate the essence of the phenomenon and the relations between them. For the data analysis in the focus group study a generally comparable procedure was followed but with detailed reports of the focus groups. Furthermore, the open coding was done in close consultation between the two involved researchers by using Microsoft Excel87 instead of Atlas.ti. All coding was done in Dutch. Validity, reliability and integrity Some activities or considerations that were especially important and guided or supported methodological decisions taken must be mentioned. With regard to validity, this involves, among other aspects, that the central issues were explored theoretically before starting the empirical part of the study and that the instruments were extensively piloted and discussed with the research team. The validity is also demonstrated by the fact that the central theme of this research was approached frommultiple perspectives, based on both the insights of the theoretical part and participants’ contributions to the central topic. To enhance reliability, it was valuable that both structured and semi-structured instruments were used. Also, the reliability of the data collection and analysis benefited from my familiarity with the participants’ religious backgrounds. Furthermore, although the primary researcher had a central role, the research team and other researchers were consistently involved, which contributed to the reliability as well. With regard to research integrity, the ‘Netherlands Code of Conduct for Research Integrity for Scientific Research’ at Dutch universities (VSNU, 2018) was followed and a data management plan was prepared before the empirical studies began, in accordance with the Dutch National Centre of Expertise and Repository for Research Data’s guidelines for data management (2015). Chapter 3 Religious Tolerance as Educational Goal in Orthodox Protestant Schools: Exploring the Concept and Tensions Teachers Potentially Experience88 The first sub-study was a theoretical exploration of tolerance as an educational goal in orthodox Protestant primary schools (OPPSs). InWestern societies, tolerance is frequently promoted as an educational goal because it is perceived to be essential for dealing with 87 https://www.microsoft.com/nl-nl/microsoft-365/excel 88 Since the orthodox Protestant primary schools and the research methods are already described in the summaries of Chapter 1 and 2, the sections that deal with those topics in this chapter are left out of the summary.