Investigating the influence of teacher professional identity on the pedagogical approaches to number concept instruction in the Foundation Phase

Abstract

This qualitative study investigates how Foundation Phase teachers’ professional identities influence their approaches to teaching number concepts. Twelve teachers from Johannesburg East District were purposively selected to participate. Data were gathered through semi-structured interviews and classroom observations, and analysed thematically. Findings suggest that a strong, positive professional identity is closely linked to effective pedagogical practices. Teachers who viewed themselves as knowledgeable and nurturing—often adopting an in loco parentis role—demonstrated high levels of motivation, confidence, and relational warmth in their teaching. These educators were deeply committed to helping young learners grasp number concepts. In contrast, teachers whose professional identities were more aligned with administrative or social work roles often experienced role ambiguity and systemic pressures, which disrupted their instructional coherence. This misalignment between self-concept and classroom practice led to fragmented teaching and difficulty integrating core pedagogical principles. The study concludes that teachers’ self-perceptions significantly shape their instructional choices and effectiveness in mathematics education. It recommends that educational authorities prioritise ongoing professional development that not only enhances teaching competence but also fosters a coherent and positive professional identity among Foundation Phase teachers.