Abstract
The construction of professional identities of principals has evolved as the roles and responsibilities of principals has become more complex. This study sought to explore the construction of professional identity construction of primary school principals. The qualitative research approach was adopted in this study. Data were collected using a questionnaire and semi-structured interviews. Semi-structured interviews were the main source of data collection. The study was conducted in the Gauteng East District with three principals from Nigel and Springs area. The principals in this study were appointed in their current positional level for less than five years. The findings in this study were that the principal’s professional identity was constructed to change the lives of communities through education by nurturing them. Their professional identities were also reframed. The principals also reconstructed their professional identity by embracing the principles of Ubuntu. They also reconstructed their interrelationship by adapting, caring, and loving with the interacting of the school community members. Important to grow their knowledge they establish strong developmental networks with neighbouring principals. Their professional commitments were escalated as their positions, duties and accountability increased. To achieve this their professional identity was reconstructed to strive for excellence, learning as a principal. The limitations of this study included the (1) securing of interviews timeously, (2) due to compete priorities of the Department of Education principals’ interviews were post- phoned and had to be rescheduled and the (3) withdrawal of one of the principals to gather more data. This study reveals that principals’ professional identities are constructed and reconstructed as the nature of one’s appointment changes in the workplace.
Key words: Professional identity, construction, diversity, beliefs and religion, socialisation, professional commitment.