Navigating the In-Between - Defining the Third Space for Educational Leadership Programs

Oct 15, 2026

Research on educational leadership examines how principal preparation programs support evolving leadership roles under pressure for higher student achievement. This qualitative study uses surveys and interviews with program completers to explore leaders’ experiences of an uncomfortable “in-between” space. Guided by the third-space theoretical framework, findings identify three defining areas: sense of self, transition of thinking, and the third space’s complexity. The study argues that principal preparation should foster growth and meaningful dialogue within this space.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Literature Review

Instructional leadership and expectations

Societal challenges for principals

Revisions to principal preparation programs (PPP)

Navigating the In-Between: Defining the Third Space for Educational Leadership Programs James A. Zoll University of North Georgia Sheri Hardee University of North Georgia Catherine Rosa University of North Georgia Because the role of the principal has changed dramatically, preparation programs have adapted to better prepare these leaders. This study examines one program using surveys and interviews of completers. Results showed that these leaders found themselves in an uncomfortable new area, what we deem “the in-between.” Using the theoretical framework of the third space, this qualitative study found three areas defining this space: sense of self, transition of thinking, and complexity of the third space. Deconstructing this space with the realization that it is an area for growth and meaningful dialogue should be an aim ofprincipal preparation programs. Keywords: Principal Preparation Programs, Third Space, Sense of Self, Transition, Principal ICPEL Education Leadership Review, Vol. 21, No. 1– December, 2020 ISSN: 1532-0723 © 2020 International Council of Professors of Educational Leadership The education field is finally embracing school leadership as an essential ingredient in reform, worthy of investment in its own right. Facing pressure to have all children meet high standards, states and districts increasingly are recognizing that successful school reform depends on having principals well prepared to change schools and improve instruction, not just manage buildings and budgets. (Mitgang, 2012, p. 15) National recognition of the pressures facing educational leaders in their complex roles has resulted in a shift in the focus of principal preparation programs. Whereas in the past these positions were often viewed as purely building or personnel management, the understanding of the complexity of these roles and the skill sets required have expanded to become a more realistic portrayal of what is needed. As noted by Mitgang (2012) in the opening quotation, the principal today not only has to worry about safety, financial, and maintenance concerns, but also must be able to increase student learning, create a collaborative and professional learning environment, and build school and community partnerships. They must be, as McKibben (2015) stated,“lead learners.” As the understanding of this job has developed, principal preparation programs (PPP) have evolved to equip aspiring leaders to be ready for the challenges of the role. In this paper, we examine completers of one educational leadership program to determine their readiness for the work. In our qualitative study, we discovered these candidates viewed their learning as influential but were finding themselves in a new space, what we deem “the in-between.” Using the concept of the third space, we delve into their sense of self, their transitions of thinking, and the complexity in the in-between and provide a conceptual framing for creating programs that incorporate this third space as a place for leadership candidates to grow as individuals and as a community of leaders. Literature Review To begin, it is important to discuss the ways in which educational leadership is defined and the current expectations of these roles. School leadership has a strong impact on student achievement, second only to classroom instruction in school-controlled variables (Leithwood et al., 2008; Marzano et al., 2005) . The most common term, though somewhat overused, is that the principal is an instructional leader. Instructional leadership includes setting high expectations, developing a strong mission and vision, providing necessary resources, protecting learning time, and providing instructional support and professional learning (Blase & Blase, 1999; Hallinger & Heck, 1996; Hattie 2009; McEwan, 2003) . Louis et al. (2010) stated that a principal should be able to redesign the organization to increase collaboration and monitor the work of the teacher. Principals today

FAQs

What is the “in-between” space identified in the study?

Completers described their experience as an uncomfortable new area, referred to as “the in-between.”

What theoretical framework guides the analysis in the study?

The study uses the theoretical framework of the third space to interpret completers’ experiences.

Which three areas define this third-space “in-between”?

The study finds three defining areas: sense of self, transition of thinking, and the complexity of the third space.

How are principal preparation programs expected to respond based on the study’s conclusions?

Principal preparation programs should treat the third space as a place for growth and meaningful dialogue for both individuals and a community of leaders.

Oct 15, 2026

Uploaded by LangkahRina