Abstract
School closures in South Africa due to the COVID-19 global pandemic has disrupted education and forced many schools to resort to remote learning. Principals had to bring their instructional leadership to bear to ensure that they and their academic staff implemented quality remote learning at their school. This study aimed to provide some insight into the instructional leadership of independent school principals during remote learning brought about by the COVID-19 global pandemic. This study used a mixed methods design to determine the extent to which independent school principals provided instructional leadership in the province of Limpopo, South Africa, and to investigate how these principals adapted their instructional leadership behaviours during remote learning. Quantitative data was gathered by sending the PIRMS Questionnaire to principals of independent schools in Limpopo. Qualitative data was gathered using an open-ended question. The responses to the PIRMS were analysed through descriptive statistical analysis and the responses to the open-ended questionnaire by using coding to identify themes and sub-themes. The study found that participant-principals of independent schools in Limpopo exhibited substantial instructional leadership behaviours and adapted their instructional leadership in various ways during remote learning. It is recommended that school leadership programmes and professional development courses for principals be revised to accommodate the lessons learnt during school closures and remote learning. Keywords: instructional leadership; remote learning; independent school; school closures.
M.Ed. (Educational Leadership and Management)