Enabling Principal Leadership for Teacher Well-Being Through African Voices Dialogue Platform
Abstract
The COVID-19 epidemic had a huge influence on schools, requiring more interconnected, diverse, and digital leadership. Because of the pandemic's severe social distance and lockdowns, many school leaders felt alone. African Voices Dialogue (AVD), an online platform, provided a virtual space for school leaders to interact and exchange information and perspectives. The study concentrated on the use of AVD as a method for fostering discourse and action about teacher well-being. The study made use of a qualitative case study research design, which included two Limpopo primary school leaders and one teacher from each school. The results suggest that the pandemic had a significant effect on the well-being of teachers. However, the AVD platform has allowed school leaders to engage in dialogue around important teacher well-being issues and provided support in leading teacher well-being during these challenging times. This has cultivated a sense of being part of a community by exchanging valuable information and insights. Consequently, it has aided school leaders in creating customized coping strategies according to their specific requirements. The research demonstrated that online platforms are valuable tools for establishing arenas where African school leaders can interact, progressing from mere conversations to tangible initiatives within their respective local schools.
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