Abstract
This study investigated the role of educational leadership in facilitating the implementation of coding and robotics education in South African public primary schools. In response to the Department of Basic Education’s mandate to integrate coding and robotics into the national curriculum by 2026, this research explored how school leaders navigate infrastructural, pedagogical, and professional development challenges, particularly within under-resourced environments. While the integration of digital technologies is essential for preparing learners for the demands of the Fourth Industrial Revolution, its success is highly dependent on effective and adaptive leadership.
Guided by a constructivist-interpretivist paradigm, this qualitative study employed a generic research design involving semi-structured interviews with three principals and three teachers from public primary schools in the Johannesburg Central District. Participants were purposely selected based on their involvement in the pre-implementation phase of the coding and robotics curriculum. Thematic analysis revealed six key themes: trust-based leadership, leadership by example, limited teacher readiness, resource constraints, policy uncertainty, and the need for sustained professional development.
The findings highlight that principals who demonstrated transformational and adaptive leadership strategies were better able to foster a collaborative culture and motivate staff amidst uncertainty. However, significant challenges emerged, including inadequate infrastructure and top-down policy directives that excluded frontline educators from the planning process.
The study provides recommendations for differentiated teacher training, equitable resource distribution, and policy adjustments that prioritise ground-level realities. These insights are particularly relevant as the 2026 deadline approaches, and stakeholders across the education system strive to bridge the digital divide and prepare learners for a future driven by technology.