The Experiences of Members of the School Governing Bodies in Executing their Duties during the COVID-19 Pandemic Lockdown

The education sector has been negatively affected by COVID-19’s impact. Schools had to minimise face-to-face interactions, adhere to the legislated COVID-19 protocols that include social distancing, the use of sanitisers, and the wearing of masks. Also, there was the banning of social gatherings, which amongst others, led to school closures. When the schools reopened, many were forced to adopt the learner rotation system, to ensure social spacing. Consequently, teaching and learning was also done using Information and Communication Technology (ICT), which became ‘the new normal’. However, little is known of how the SGBs executed and experienced their duties during the COVID-19 lockdown. This paper, therefore explored how School Governing Bodies (SGBs) of three selected schools experienced their duties, including discussing and communicating decisions during the COVID-19 lockdown. Literature reports that pre-COVID-19, SGBs made use of face-to-face methods to debate and execute their duties. In the absence of the face-to-face interaction as enforced by COVID-19 lockdown, it then becomes unclear how they would execute their duties. Hence this paper aimed to explore the SGBs’ experiences in executing their duties during COVID-19 lockdown. This study used the qualitative approach, PhenomenoNtombozuko Duku, Percival Mzuyanda Mavuso & Moses Sipho Mkhomi 406 logical Telephone Assisted Interviews, using IsiXhosa and English as languages of data collection. Thematic data analysis strategy was used to analyse the data. Using Van Manen’s Theory of Lived Experiences, due to the changed circumstances as affected by COVID-19 lockdown, the participants used WhatsApp messaging, Short Message Service (SMS) as well as Voice Calls as a medium of communicating decisions. These were, however, experienced with some degrees of frustration as they were challenged by unstable network coverage, data availability, advanced age and education levels of some SGB members. Nevertheless, they are learning to embrace mobile phones as the ‘Tools of Work’ for the future. Furthermore, SGBs were reportedly informed of decisions taken with reference to school governance, even though no formal meeting took place. The study recommended that ICT gadgets, including cell phones, laptop computers and data availability be part of the SGB induction and training package offered by the Department of Basic Education (DBE). Moreover, the generational mix in the SGBs composition would benefit governing of schools as they may be more comfortable working with modern technologies.