Leading through inequality: School Principals’ perspectives on rural education during COVID-19

Leading through inequality: School Principals’ perspectives on rural education during COVID-19

Nkateko Success Makhobela & Thinavhudzulo Norman Mafumo

Issue: Vol. 7 No.6 2026 Article 14 pp. 1616 – 1632
DOI: https://doi.org/10.38159/ehass.20267614 Published online 23rd July 2026

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ABSTRACT

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.

Keywords: COVID-19, educational leadership, education equity, rural schools, school principals, quality education

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ABOUT AUTHOR(S)

Nkateko Success Makhobela is a PhD candidate in Educational Administration at the University of Limpopo. She is a developing scholar with a strong academic foundation and practical experience in educational leadership and management, particularly within South Africa’s rural schooling contexts. Her research interests include School leadership, equity and social justice in education, teacher agency, educational policy, and culturally responsive leadership practices.

Mafumo Thinavhudzulo Norman, PhD, is a Professor of Educational Administration in the Department of Educational Studies at the University of Limpopo. His research interests span Educational Policy, Technology Education, and Learning Theories. He has published extensively in leading international journals and has authored several books and book chapters in the fields of education and management.

TO CITE ARTICLE

Makhobela, Nkateko Success, and Thinavhudzulo Norman Mafumo. “Leading through Inequality: School Principals’ Perspectives on Rural Education During COVID-19,” E-Journal of Humanities, Arts and Social Sciences 7, no.6 (2026): 1616 – 1632. https://doi.org/10.38159/ehass.20267614