Instructional Leadership in Literacy in the Foundation Phase of Primary Schools During COVID-19 Pandemic, Capricorn District, South Africa

Abstract

The study focused on the needs of principals as instructional leaders in the foundation phase in South Africa. This was done because unless instructional leaders are appropriately empowered by addressing their needs, they may not be able to play their role as agents that are a fulcrum to educational reforms especially during the COVID-19 pandemic. The qualitative research approach was used. Methods used are interviews and field notes. The findings revealed that there is a need to include clarification of instructional leadership roles, mobile digital technological resources, adequate support from the Department of Basic Education, and parental involvement in education.