Leading through inequality: School Principals’ perspectives on rural education during COVID-19
Résumé
This paper explores the perspectives of school principals on educational equity and inclusion in rural South African schools, with a particular focus on the Mopani West District of Limpopo Province. Using a qualitative research design, the study employed semi-structured interviews with school leaders to examine how they navigated systemic inequalities and resource disparities while striving to sustain education during the COVID-19 pandemic. The findings reveal that while principals demonstrate a strong conceptual understanding of equity and inclusion, they face persistent challenges, including limited access to digital infrastructure, inadequate professional development opportunities, and insufficient psychosocial support for both staff and learners. By foregrounding the lived experiences and adaptive strategies of rural school leaders, this research contributes empirical insight into the enduring issues of resource inequity, digital exclusion, and psychosocial vulnerability in marginalized educational contexts. The analysis highlights context-responsive leadership practices and identifies systemic gaps that hinder the realization of equity in practice. In doing so, the study advances scholarly perspectives on educational equity, underscores the critical role of school leaders in crisis management, and proposes recommendations for bridging the divide between policy and practice in disadvantaged settings. Ultimately, the research concludes that achieving equity in education, particularly during times of crisis, remains a complex and evolving goal, requiring leadership that is both contextually responsive and supported by institutional reform.
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