Betwixt and between: an interpretative phenomenological analysis of aspiring principals.

• Online Access: http://hdl.handle.net/2047/D20222128

The purpose of this qualitative study was to explore how seven graduates of the inaugural cohort of the Aspiring Principals Program from the Buckeye Urban Public School District understood and made sense of their transition into the role of school reform leader. The anthropological framework of liminality was used as a theoretical lens from which to view the study. The researcher utilized an interpretative phenomenological analysis (IPA) as a way to interpret meaning from the participants' experiences. Data was primarily collected via face-to-face, semi-structured interviews. The researcher also collected data from optional written statements submitted by the participants and from researcher reflection statements and journaling. The data analysis process revealed four superordinate themes from the participants' experiences: Developing belief in the system of change, perseverance through meeting difficult messaging head-on, progression towards self-actualization through self-reflection, and awareness of organizational opportunity through the use of personal reflexivity. The study revealed several implications for theory and research. The study also revealed several implications for practice that affected both policy and practice.