Abstract
Since the advent of democracy in 1994, the South African education system has seen ongoing policy changes and desegregation in an attempt to eradicate the legacy of apartheid. Segregation of the education system and an influx of foreigners lead to culturally diverse classrooms. This article discusses how teachers led and managed culturally diverse classrooms during the height of the COVID-19 pandemic, including the various challenges faced. The study employed semi-structured interviews and nonparticipant observations. Individual interviews were conducted to gather qualitative data from six schools; six teachers were purposively selected to participate. It is argued that training influences how teachers lead and manage their diverse classrooms. Soodak, Podell and Lehman (1998:483) state that, “Educators are more willing to accommodate learners in their classrooms when they perceive that their school administration fosters a supportive climate and when the culture of the school encourages teaming and collaboration”. The teachers‟ challenges in managing culturally diverse classrooms during COVID-19 were caused by inexperience in using online platforms or lack of pedagogical and technological support from the employers. Inequalities in household incomes and resources meant that millions of learners were without the necessary hardware and internet connectivity to access online education (UNESCO, 2020).