Abstract
This study focused on the female school principals, as gender that has been marginalised in the society, on challenges they face in navigating leadership in rural schools before and during the COVID-19 pandemic. Six female school principals were purposively selected from Limpopo province. Semi-structured interviews and observations were used to collect data which were thematically analysed to obtain results. The findings revealed that female school principals faced many challenges related to gender stereotypes, lack of support and respect from staff and the schools' inferior infrastructures. The outbreak of the COVID-19 has exacerbated the alluded challenges. The COVID-19 unpredictably and intensely changed the female school principals' roles of leading the schools. This unprecedented nature called for empowerement of the female school principals to lead in a crisis, a strong support system that promote equity and equality in schools. COVID-19 exposed the injuries and inequities that plague many rural schools. Female school principals struggled to challenge an uncontrolled pandemic while, at the same time navigating decades of disinvestment and disrepair. There is need for women in educational leadership to embrace traits not always associated with high offices and boardrooms such as empathy, listening, creative collaboration, and authentic engagement with employees.