Instructional leadership in the midst of the COVID-19 pandemic: a case study of departmental heads in rural secondary schools.

Abstract

This research aimed at exploring the DHs’ instructional leadership experiences in the midst of COVID-19 pandemic in the Gert Sibande District in the Mpumalanga Province. The study focused on the DHs’ experiences in rural secondary schools during COVID-19 pandemic. This study explored the different experiences of five DHs from three rural schools. The objectives of this study are; To explore the Departmental Heads instructional leadership experiences in the midst of COVID-19 pandemic; to explore how Departmental Heads have modified their instructional leadership practices in the midst of COVID-19 pandemic; to explore skills and knowledge required by Departmental Heads to improve their instructional leadership when leading during an unprecedented time. 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 social distancing. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating DHs have a clear understanding of their role as DHs. 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 DHs to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, drawing on parental and SGB support and drawing on support from district officials. The study recommended the following; DHs should attend workshops to equip themselves with technological skills and the latest technological teaching and learning models such as Microsoft Teams and Zoom Meetings; DHs induced collaboration among their educators in order to ensure there was no interruption in the teaching and learning in their schools; drew on parental and SGB support and lastly drew on support from district officials.