Abstract
The COVID-19 pandemic has accelerated changes in the education system, resulting in the introduction of a modern form of leadership. This includes sharing of ideas, building a level of trust and encouraging inclusive behaviour through continuing professional development programs. There was a dire need for relevant training and development during the pandemic, as teachers had feelings of despondency, anxiety and fear which resulted in demotivation and confusion. This study aimed to determine the perceptions and experiences of school management teams (SMTs) regarding continuous professional development (CPD) for teachers during the pandemic. The essence and nature of professional development to improve the teaching and learning during this pandemic, were also investigated. A qualitative research approach, with a phenomenological research design was used. The data was collected through face-to-face and online interviews with selected members of school management teams from private and public schools. The findings revealed that during the pandemic, teachers lacked knowledge and skills in digital literacy and needed support in the use of technology. There was an urgent need to provide emotional support for teachers and learners. To curb the spread of the pandemic, safety procedures and protocols had to be designed and implemented when the learners returned to school. It is recommended that school management teams provide training and development for teachers in digital literacy so that they can be adequately prepared for any unexpected crises such as COVID-19 evolves.