Journal of K-12 Educational Research 47 summarizes the codes and themes for RQ3. Table 4 Flow Chart of Codes and Themes for RQ3 Research Question 3 (RQ3) What are the perceptions of assistant principals about the impact of the aspiring principal program on their current leadership behaviors? Codes Themes Collaborating with other assistant principals Networking and Collaborating Sharing learning experiences Visiting campuses with experienced principals Hearing from first year principals Reflecting on personal strengths Personal Growth Engaging in leadership learning understanding T-PESS expectations Developing principal entry plans Readiness for the Principal Role Developing leadership actions of principals Preparing for the principalship Aspiring principals explained that culture was discussed in every aspect of the program—learning activities, article studies, campus visits, leadership development training, interview practice activities, and the development of their 30-60-90-day entry Figure 4 Flow Chart of Codes and Themes for RQ3 Future program designs should intentionally embed training and practice in these areas to ensure leaders are well-prepared for the complexity of modern schools. RQ2 highlighted four essential roles of the principal: instructional leader, relationship builder, culture builder, and strategic leader. The program was particularly successful in reinforcing the importance of instructional leadership, confirming findings by Ediger (2014) and Lynch (2012). Relationship building was also validated as a critical leadership role, consistent with Martinsone et al. (2023), with implications for frameworks like T-PESS to more explicitly prioritize relational competencies. Similarly, the identification of the principal as a culture builder emphasized the importance of leadership practices that shape school climate, belonging, and empowerment. This supports Gruenert and Whitaker (2023) and Totan and Danaci (2024), who underscore leaders’ responsibility in defining school identity. Finally, recognition of the principal as a strategic leader reinforced research by Buffone (2021), Khumalo (2018), and Klar et al. (2020), while also highlighting the persistent challenge principals face in balancing longterm planning with daily operational demands. RQ3 demonstrated that participants perceived networking, collaboration, and exposure to practicing principals as particularly impactful aspects of the program. Campus visits and dialogue with current leaders provided authentic learning opportunities that bridged theory and practice, reinforcing Buffone’s (2021) emphasis on adaptability and collaboration as hallmarks of strong
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