Abstract
This study focused on female school principals, as a gender that has been marginalised in society, on challenges they face in navigating leadership in rural schools before and during the COVID-19 pandemic and the possible strategies to overcome these challenges. Six schools from Limpopo province were purposively selected as research sites. Participants were female school principals. Individual in-depth interviews and overt observation were used to collect qualitative data. The research findings revealed that female school principals face many challenges that include gender stereotypes, a lack of support and respect from staff, and the schools’ inferior infrastructures. The outbreak of COVID-19 has exacerbated the alluded challenges that hamper female school principals in managing their rural schools well. COVID-19 has unpredictably and intensely changed the female school principals’ role of leading their schools. This unprecedented nature of the situation means there should be a nurturing of a positive attitude toward female school principals, with female school principals being empowered for their role as school leaders in response to crises. They need a strong support system that promotes equity and equality in schools geared towards the fourth industrial revolution (4IR) with all stakeholders contributing towards strategies and solutions. Key words: educational leadership; female school principal; gender stereotype; rural schools; COVID-19 pandemic; equality and equity
M.Ed. (Educational Leadership and Management)