Abstract
The proliferation of COVID-19 disrupted educational systems living school leaders struggling to find solid leadership practices as the pandemic responses and protocols were everchanging. This paper sought to explore how female school leaders in disadvantaged schools navigated gendered and professional roles during the COVID-19 pandemic. Using an interpretivist lens and a qualitative research approach the study collected data through semi-structured interviews and document review from six purposively selected female school leaders. Data was thematically analysed. Findings showed that patriarchal culture and gender stereotyping continue to exist. Social conventions such as empathy and sympathy have proven to be effective means of uniting subordinates; assertiveness strengthened leaders’ leadership styles. Socioeconomic inequalities and resistance affected female leadership. Female leaders encouraged teamwork and collaboration and drew on colleagues’ expertise and abilities, despite the demands of leading schools with minimal resources. Training and development are recommended to resolve gender-related challenges and the development and enhancement of 21st century classroom management skills. Support networks such as psycho-emotional support should be established and the distribution of viable resources to quintile 2 schools. The Department of Basic Education should provide internet connections and technological equipment to teachers and learners, particularly in underprivileged schools. This study offers insights into unique challenges, strategies, gender dynamics, and policy recommendations for support, contributing to discussions on equity, social justice, and intersectionality of gender and educational leadership. Future research should compare female leaders in disadvantaged public schools in South Africa during the COVID-19 pandemic with those in affluent schools, focusing on their experiences.