Abstract
Education has been plagued with several challenges and crises. These crises range from school curriculum changes, school closures due to political turmoil, the outbreaks of disease and/or instability. South African education is no exception to these crises. The recent outbreak of the novel Coronavirus (COVID-19) pandemic gave rise to a global crisis. Indefinite school closures resulted in school principals finding themselves tasked with successfully navigating their staff and students through this state of uncertainty. This minor research report sought to answer the research question: How did South African female principals experience leading their schools during the COVID-19 pandemic? Drawing on critical feminist theoretical insights, this qualitative study recruited female principals in independent and public high schools in South Africa, leading their schools during the COVID-19 pandemic. Through online semi-structured individual interviews, online WhatsApp-focused group interviews, and national education communique, the study explored the experiences of South African female principals to determine what personal and professional challenges they have experienced during the COVID-19 crisis; how contextual factors such as the geographical location of the school, socio-economic status of parents, parental involvement, and resource availability have influenced their leadership effectiveness during COVID-19; and to determine how COVID-19 has affected their leadership styles, philosophies, and responses during the reintegration of staff and learners into the schools post the national lockdown. The study revealed that despite feeling anxious and uncertain, these female principals’ perseverance, resilience, exercising a pedagogy of care and empathy as well as cultivating collaboration and teamwork amongst staff and parents appear to be the key contributing factors to the successful navigating of their schools through the COVID-19 pandemic. The study also revealed how the intersectional biases and stereotyping existing in school communities impacts their leadership approaches. It showed how COVID-19 had highlighted the disparities between independent resource-rich schools and more disadvantaged government schools which has influenced some schools’ transition from traditional to online teaching and learning.
M.Ed. (Educational Leadership and Management)