Promoting professional identities and well-being of foundation phase middle leaders in Gauteng North District, South Africa

Abstract

This study examines factors shaping professional identities and the well-being of middle leaders in the Foundation Phase in Gauteng North District, South Africa. As key links between policy and practice, middle leaders influence educational environments and learning outcomes. Using a qualitative approach, such as interviews, focus groups, and document analysis, the study explores the experiences and support systems of middle leaders. Grounded in transformational leadership theory, the study analyses how they drive change, foster collaboration, and manage well-being. The findings showed that organisational support, mentorship, and professional development shape middle leaders’ identities, impacting their well-being, job satisfaction, and leadership capacity. The study recommends structured mentorship, enhanced development opportunities, and supportive policies to empower middle leaders, ensuring professional growth and improved early childhood education. It contributes valuable insights in both local and international educational contexts. The recommendations include the establishment of structured mentorship programmes, enhanced professional development opportunities, and supportive organisational policies to promote well-being. These strategies are designed to empower middle leaders, ensuring they thrive professionally and personally while improving early childhood education outcomes. The study contributes to a greater understanding of middle leadership in education, offering insights relevant to the Gauteng North District and comparable educational contexts within South Africa and internationally.