Abstract
The coronavirus disease 2019 (COVID-19) was declared a pandemic by the World Health Organization (WHO) in 2020. Consequently, in March 2020, the South African government, through the declaration of a national state of disaster, announced an unplanned prolonged closure of schools. Accordingly, the effects of COVID-19 on teaching and learning were significant and widespread. Initially, schools had to initiate remote teaching and learning. Subsequently, in June 2020, schools reopened under different circumstances due to the pandemic’s regulations. This study explores the notion of transition management as a way of making most of the change caused by COVID-19 to teaching and learning. Managing transitions involves the human side of change through a consideration of a three-phased psychological transition. A qualitative research approach was conducted; data was collected using semi-structured interviews with 16 respondents; and participant observations were also supported by documentation from the South African Government. The case study research was conducted in a Gauteng secondary school. A principal, deputy principal, four other members of the School Management Team (SMT), eight teaching staff members, and two non-teaching staff members were interviewed. Findings affirmed the existence of changes to the manner and conditions of teaching and learning during COVID-19. During COVID-19, teaching and learning were no longer conducted daily but were rotational, and some teachers feared being in the school. Thus, transitions of school staff ensued. First, teachers went through the ending phase. Second, the staff went through the neutral zone phase. Lastly, there were some teachers who experienced the new beginning phase. However, the strongly evident transitions were not managed. The SMT poorly managed the school and the school staff during COVID-19. The SMT was largely dysfunctional and lacked the necessary skills. It is recommended that the SMT assume their managerial and educational role, acquaint themselves with the three-phased transition, and constantly examine their own transitions and school staff. It is further recommended that the SMT should espouse the management of transitions of school staff as part of their educational and managerial duty Keyword: School, teaching, learning, changes, managing transitions, COVID-19.
M.Ed. (Educational Leadership and Management)