The Covid-19 pandemic impact on performance recovery within the school of chemistry and physics at the University of KwaZulu-Natal.

Abstract

The COVID-19 pandemic was first announced in China and it was spread throughout the world by travellers. The first incident of the COVID-19 pandemic in South Africa was brought to public on 5 March 2020. Preventative measures were implemented by government by declaring a national state of disaster and national lockdown on 15 March 2020 and lockdown was initiated on the 27th of March 2020. The idea behind was to minimize/curb the spread of this pandemic while health facilities were adjusting to this new normal. The national lockdown impacted negatively to the educational sector of the country which led to temporary suspension of all academic activities including research. This brought a huge challenge to the leaders and management of higher institutions of learning. School of Chemistry and Physics was also severely impacted by the COVID-19 pandemic as all activities were moved to online platform and that brought challenges to the school as it is sciencebased school it requires contact sessions and laboratories. This study was intended to investigate the COVID-19 pandemic Impact on Performance Recovery within the School of Chemistry and Physics at the University of KwaZulu-Natal. This was achieved by purposively selecting twelve (12) participants in senior leadership and management positions within the school to share their knowledge and understanding on resource scenarios and leadership experience required during and post-COVID-19 pandemic to enhance performance of the school. The study was qualitatively conducted on online platform due to the COVID-19 pandemic restrictions and social distancing. Thematic analysis was undertaken to extrapolate the richness of data considering the study objectives. The responses from the research participants were analysed using thematic analysis by using themes, coding and categorising. The responses from the research participants indicated that online learning and teaching should continue post-COVID-19 pandemic. Research participants also raised a concern of poor communication and poor consultative decision making. The researcher then recommended that the school must involve all staff and students on decision making as this pandemic affected all of them.