Exploring Professional Identities and Well-being of Middle Leaders in Early Childhood Education: Gauteng North District
Keywords:
Professional Identity; Well-being; Middle Leaders; Early Childhood EducationAbstract
The purpose of this study is to explore the experiences of middle leaders within the selected schools of Gauteng North District, with a particular focus on their professional identities and well-being. The study was conducted in the Gauteng North District, concentrating on the Foundation Phase of three primary schools. The theoretical framework guiding this study incorporates Hettler's Wellness Model, which emphasises health promotion, education, and workplace wellness programmes. The study employed a purposive sampling method to select a population comprising both female and male middle leaders with backgrounds in early childhood education, specifically from semi-rural schools.The analysis utilised a thematic approach, allowing the researcher to identify, analyse, and interpret patterns in the data. The study's findings confirm that middle leaders face stress and burnout due to high job demands and limited resources. As they construct and navigate their professional identities, middle leaders constantly negotiate their roles within complex school environments, significantly affecting their well-being. It is recommended that support systems be enhanced, specifically targeting Foundation Phase teachers, to align resources with job demands and promote the well-being of middle leaders.
https://doi.org/10.26803/ijlter.24.7.18
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