Abstract
Since the introduction of COVID-19, schools have been confronted with complex problems, and the burden on women principals in rural schools has been enormous.Despite the numerous initiatives that have been implemented since the end of apartheid in South Africa, real reform in rural schools remains a problem.The COVID-19 pandemic has had a greater effect on women principals than men, both at work and at home with an increased workload. This minor research study sought to answer the research question: What are the insights of female principals on the impact of COVID-19 in rural primary schools? This qualitative study enlisted women principals who were in charge of rural primary schools during the COVID-19 pandemic in South Africa, drawing on critical feminist theory discernments.The study investigated the experiences of female principals through face-to-face semi-structured interviews and document analysis to learn how their leadership roles were influenced by the COVID-19 pandemic, what challenges they faced in pursuing their leadership roles during the pandemic, and what strategies they used to overcome these challenges. Despite the pressures of working in rural primary schools with little to no resources, the study found that women principals embraced teamwork and tapped into their colleagues’ experience and skills.Empathy proved to be a powerful tool for uniting and inspiring their followers, as well as assertiveness as a leadership characteristic that bolstered their leadership approach.The study showed how women principals’ leadership was impacted by a lack of trust,resistance, and insufficient resources.The study demonstrated how the women principals applied self-directed learning, capacity building, collaboration, and working additional time to navigate in the COVID-19 environment in ensuring quality leadership was provided in their schools.
M.Ed. (Educational Leadership and Management)