Abstract
This study examined whether a Social Emotional Learning (SEL) approach to leadership positively impacts the learning culture at low quintile Limpopo schools. The reviewed literature offers different approaches to SEL leadership and their effectiveness in maintaining a positive learning culture during, and then after, the COVID-19 pandemic. The study was underpinned by the Head, Heart and Hands (HHH) Transformational Leadership Model. In addition, three other relevant leadership theories, namely transformational leadership, distributive leadership, and vision setting leadership, were analysed and discussed within the framework. As part of the theoretical framework, the study explored the different leadership approaches of school leaders in low quintile Limpopo schools and how they have been influencing the culture of learning at their schools during the global pandemic and how they can be used beyond it. The study also explored the challenges that contribute to the lack of positive and effective learning environments. A qualitative research approach based on phenomenological thinking was adopted. As part of this study, school leaders in low quintile schools in Limpopo explored the implications of leading their schools during, and then after, the global pandemic using the HHH transformational model. To explore the research question, a convenient sampling method was used to select two principals from primary schools in Limpopo to participate in the study. Considering that the research only involved two schools, the study’s findings cannot be generalised to all primary schools in Limpopo. A summary of the study findings is provided according to the three research questions. The research findings suggest that distributive leadership, focusing on SEL for school leaders, teachers, and students, is key to managing schools during the global pandemic. The study also found that the school leaders were initially unfamiliar with SEL and the importance thereof. Furthermore, the school leaders stated that they had little knowledge of stigmatisation and staff well-being in general and emphasised the importance of ongoing training to understand these concepts better. To cultivate and sustain a positive culture of learning, open communication between school leaders, teachers, learners, and parents is essential. This study revealed that it was easier to provide support for all staff and learners when SEL is better understood through the HHH transformational model. Furthermore, the findings suggest that when school leaders and teachers are involved in consultations and training, unity and trust are developed which directly impacts how teachers manage students. To maintain a positive and effective learning culture, school leaders need to pursue professional development. A principal who receives professional development is better equipped to deal with multiple aspects of change which enhances their confidence in instructional leadership. The impact of a better understanding of SEL leadership approaches is evident in the effective management of schools. The research findings indicate that educational leaders and teachers should be compassionate, communicative, and empathic to build good relationships with learners. The school leaders should also participate in ongoing training on SEL, distributive leadership, and staff well-being based on the HHH transformational model. Keywords: Head, Heart and Hands transformational model; Social emotional leadership; Rural schools; Positive learning culture; Professional development.