The role of teacher leaders in developing and leveraging professional learning communities during and post the covid- 19 pandemic.

Abstract

This research is aimed at exploring the role of teacher leaders during and post COVID-19 pandemic in Pinetown District in KwaZulu-Natal Province. The study focuses on teacher leaders’ experiences in semi-rural schools during COVID-19 pandemic. This study explores the different experiences of the four teacher leaders from two schools. The objectives of this study are; to explore teacher leaders’ role in developing and leveraging professional learning communities, to explore the challenges encountered by teacher leaders in developing and leveraging PLCs and explore appropriate strategies teacher leaders use to mitigate the challenges they encountered when developing and leveraging PLC in their schools during and post COVI-19 pandemic. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of generating data. Due to COVID-19 regulations, interviews were conducted telephonically to observe COVID-19 protocols that forbid us from meeting face to face. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating teacher leaders have a clear understanding of their role as teacher leaders. They however, endured varying experiences of their roles due to COVID-19 pandemic and the different contexts they work in. Some were still able to enact some of their instructional leadership experiences without any hindrances, while other participants experienced major COVID-19 related disturbances when enacting their instructional practices. The strategies used by these teacher leaders to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, professional development and workshops with different experts for skills d This research is aimed at exploring the role of teacher leaders during and post COVID-19 pandemic in Pinetown District in KwaZulu-Natal Province. The study focuses on teacher leaders’ experiences in semi-rural schools during COVID-19 pandemic. This study explores the different experiences of the four teacher leaders from two schools. The objectives of this study are; to explore teacher leaders’ role in developing and leveraging professional learning communities, to explore the challenges encountered by teacher leaders in developing and leveraging PLCs and explore appropriate strategies teacher leaders use to mitigate the challenges they encountered when developing and leveraging PLC in their schools during and post COVI-19 pandemic. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of generating data. Due to COVID-19 regulations, interviews were conducted telephonically to observe COVID-19 protocols that forbid us from meeting face to face. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating teacher leaders have a clear understanding of their role as teacher leaders. They however, endured varying experiences of their roles due to COVID-19 pandemic and the different contexts they work in. Some were still able to enact some of their instructional leadership experiences without any hindrances, while other participants experienced major COVID-19 related disturbances when enacting their instructional practices. The strategies used by these teacher leaders to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, professional development and workshops with different experts for skills development and traditional development and traditional teachers to adapt to classes, resources and accomplishments of different version. It is therefore recommended that teacher leaders should strengthen their efforts in ensuring that teachers work together. The study recommended the following; teacher leaders should attend workshops to equip themselves with technological skills and the latest technological teaching and learning models such as Microsoft Teams and Zoom Meetings; teacher leaders induced collaboration among their educators in order to ensure there was no interruption in the teaching, teacher-learner must be considered by employing the unemployed educators to minimise contact during teaching and learning and learning in their schools.