**6. Findings**

The conclusions touch on a variety of topics related to the school's operation. We have condensed these for this study to concentrate on the most important points. The findings suggest to early confusion in the system and structures that administrators had set up to apply the defined policies and procedures, particularly when there were reports of both teachers and students being infected with the coronavirus. The COVID Committees did their screening and cleaning tasks at all 10 schools, *Cases of Principal Leadership Responses in a Volatile, Uncertain and Complex School… DOI: http://dx.doi.org/10.5772/intechopen.102852*

reporting any irregularities to the administrators. As the system and structures became more stable, the principals followed the procedures and reported to the circuit managers, which enhanced alignment with the local health clinics. Principals were pressured by the South African Democratic Teachers Union (SADTU) to close schools at the height of the pandemic to put pressure on the National and Provincial governments [14].

Second, due to the early closure of schools from August 7 to 12, the staggered phasing-in method for grades 8–11 was delayed and disrupted. It was more of a case where we decided that a slice of bread was preferable to not having even half a loaf. To accommodate the phased grades 8–11, Principals and SMTs had to juggle subject allocation and change the timetables.

Finally, studies show that principals' troubles were exacerbated by their preparation for the trial and the final NSC examinations. Due to the need to prepare for trials and NSC exams, principals prioritised grade 12 students. For grades 8–11, the unanticipated consequences meant more missed time for teaching and learning. The administrators were optimistic that the grade 12 students would meet their goals, given the effectiveness of the catch-up programs, notwithstanding some concerns.

Finally, the catch-up programs that were scheduled once the school reopened benefited only grade 12 students. These catch-up programs aided grade 12 students in their preparation for the Trial exams. The catch-up programs also helped students feel more secure about sitting for final exams, which began on November 5th and ended on December 15th. The principals were successful in guiding the schools through both internal and external assessments, but with significant compromises in teaching and learning for students in grades 8–11.

#### **7. Conclusions**

We can make conclusions from the above discussion. In terms of lost interaction time between teachers and learners, the staggered phasing-in method had a negative impact. However, proclaiming that grade 8–11 students would be required to stay at home until the next year became the worst-case scenario.

Second, because neither the biweekly nor the alternate day's models were imposed on the teachers, they were accepted. The principals and staff made decisions based on what was appropriate and practical in their situation.

Third, we may deduce that some of the disciplines that were not taught will negatively affect those learners in terms of content and skills as they go through the grades and even to the level of tertiary education entrance due to a lack of specialism in specific areas. We can say that there will be students who are taken into consideration.

Fifth, it is understandable that some of the lost teaching time could have been prevented if our schools did not have such a strong union culture. On the other hand, if active unionism had not existed, school instructors and students would have been forced to work in surroundings that would have become epicentres for the coronavirus pandemic, The school-level reactions to the pandemic have educated and prepared principals for the delayed opening of schools in February 2021, yet the most concerning element was the amount of casualties caused owing to the new form of the virus.

We feel this study is unable to make any claims, but it does have the potential to do so. We feel that while this study cannot make any claims, it can add to the expanding body of knowledge that informs school administrators, policymakers, researchers, and teachers about how to plan for the coming academic year. Finally, the study may inform stakeholders about the pandemic's approaching effects and

the necessity for collaboration among people interested in education. The findings may contribute to filling some of the identified gaps in the literature study in terms of the primary leadership in handling pandemic concerns, therefore allowing for the implementation of VUCA studies.
