Abstract
Education has changed in many ways than one, especially during Covid-19, which required school leaders and teachers to employ online learning and use online tools effectively for teaching and learning. The effects of the Covid-19 pandemic affected education and changed many aspects of our everyday life. It has shifted teaching and learning towards online learning. The study employed Technological Pedagogical Content Knowledge (TPACK) to understand how women leaders can use this framework to enhance online learning in their respective schools during Covid 19. The study also employed Ubuntu leadership to enhance effective online learning in disadvantaged schools during the Covid-19 pandemic. The study explores the use of qualitative research, and the study's objectives were achieved using the phenomenological research approach. Data were collected using biographical questionnaires and semi-structured individual interviews with women school leaders. The women school leaders that were purposefully selected included principals, deputy principals, Heads of Departments (HoDs) and grade head teachers. The participants were in the teaching profession at the time the study was conducted. They were serving in schools located in the Gauteng East district. These schools are ranked Quintile 1 as they are considered part of the province's disadvantaged schools. The data collected were coded and categorised using the QDA Miner Lite software. The data were analysed using thematic analysis to identify themes and sub-themes. The findings of the study revealed that most of the disadvantaged schools faced challenges using online learning as a way to continue teaching during the Covid-19 pandemic. The findings also revealed that TPACK can be used as a professional development tool. The findings also revealed how women school leaders employed Ubuntu leadership during the Covid-19 pandemic and online learning.