Abstract
Since the arrival of COVID-19, schools have been confronted with complex problems, and the burden on women principals in rural schools has been enormous. The COVID-19 pandemic has had a greater effect on women principals both at work and at home with an increased workload. This study sought explore how the leadership roles of female principals in rural primary schools have been influenced during the COVID-19 pandemic. The qualitative study enlisted women principals leading rural primary schools during the COVID-19 pandemic in South Africa, drawing on critical feminist theory discernments. The study collected data through semi-structured interviews and document analysis. Women principals' leadership was impacted by a lack of trust, insufficient resources and resistance presented by parents, teachers, and staff members directly and negatively affected the women principals and became an obstacle in pursuing their duties. The shortage of infrastructure caused learners to attend school intermittently following new timetabling models introduced to cater for social distancing. The absence of e-learning amenities made it difficult for the rural learners to receive education. Further and future research should be conducted in other provinces to compare the experiences of female principals.