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

Madikela Titus Lekalakala ORCID iD, Matshediso Rebecca Modise ORCID iD & Prudence Maloka ORCID iD

Issue: Vol.7 No.1  2026 Article 16 pp. 70-81
DOI: https://doi.org/10.38159/ehass.2026716| Published online 25th February 2026
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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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.

Keywords: Foundation Phase, Middle Leaders, Professional Identity, Transformational Leadership Theory, Qualitative Research.

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Dr. Madikela Titus Lekalakala is currently affiliated with the Department of Educational Leadership and Management, University of South Africa, South Africa. Dr Lekalakala is actively involved in teaching, supervising postgraduate students, and conducting research in educational leadership and management. He is also engaged in curriculum development and capacity-building programmes for educational leaders. His research interests include transformational leadership, school governance, educational policy implementation, financial management, school violence, Guides on Numeracy management in the Foundation Phase and leadership development for school administrators. He is a member of the Education Management Association of South Africa (EMASA), African Council of Distance Education, NADEOSA, ACDE, SACHES, BCES and the South African Council for Educators (SACE). Dr Lekalakala has published several peer-reviewed articles and book chapters on leadership and management in education, focusing on enhancing school leadership in resource-constrained contexts. His recent work explores the role of middle leaders in Early Childhood Development (ECD).

Prof. Matshediso Modise is currently affiliated with the Department of Early Childhood Education and Development, University of South Africa, South Africa. Prof Modise is a leading academic in Early Childhood Education and Development. She teaches undergraduate and postgraduate courses and mentors emerging researchers in education. She is also involved in policy advocacy for early childhood education in South Africa. Her primary research interests include Leadership and Management in early years, early childhood curriculum development, teacher professional development, and educational equity in underprivileged communities. She is a member of the South African Association of Research in Early Childhood Education (SARAECE), the International Leadership Research Forum in Early Childhood (ILRF-E) and the South African Council for Educators (SACE). Prof Modise has authored numerous articles and book chapters fs on early childhood education. Her publications include works on Supervision and support of early childhood teachers, entrepreneurial leadership in Early Childhood for sustainability, and pedagogical leadership in early years, etc.

Dr. Patience Maloka is affiliated with the Department of Early Childhood Education and Development, University of South Africa, South Africa. Dr Maloka is involved in teaching, research, and community engagement projects to improve early childhood education practices in rural and urban settings. She also collaborates with NGOs to promote access to quality ECD programmes. Her research focuses on inclusive education, parental involvement in early childhood learning, and culturally responsive teaching practices. She is a member of the National Association for Early Childhood Teacher Educators (NAECTE), Affiliated with UNESCO projects on early childhood education in Africa. Dr Maloka has contributed to national and international journals on topics such as inclusive education in the early years, effective ECD interventions, and strategies to enhance school readiness in marginalised communities.

Lekalakala, Madikela Titus, Matshediso Rebecca Modise, and Prudence Maloka. “Promoting professional identities and well-being of foundation phase middle leaders in Gauteng North District, South Africa.” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 70-81. https://doi.org/10.38159/ehass.2026716

© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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