Abstract
The COVID-19 pandemic has significantly impacted and transformed global education systems. The burdens experienced by school leaders, specifically those in independent schools, have affected the leadership strategies implemented while leading during this period of distress. This minor research study sought to answer the research question: How has the COVID-19 pandemic impacted school leadership in independent schools?
This qualitative study explored the experiences of school leaders in independent schools during the COVID-19 pandemic in Gauteng, South Africa, drawing on the transformational leadership theory. The study investigated the experiences and challenges of ten independent school leaders through virtual semi-structured interviews, qualitative questionnaires and document analysis.
Despite the pressure of leading through the COVID-19 pandemic, the study found that leaders acted swiftly in implementing alternate forms of learning and learning during the national lockdowns and they displayed the traits of agility and adaptability in adjusting their leadership styles. Challenges faced by the school leaders included blurred lines between personal and professional duties and implementing technological advancements. The study found that independent school leaders and their staff were adversely affected financially. Leaders opted to delegate duties to their staff and with their support, virtual teaching and learning was effectively implemented.
Key words: COVID-19; independent school leaders; transformational learning theory; navigating through the pandemic; school leadership