A comparative analysis of covid-19 effects on learners and management of schools in Metros South and Central, Western Cape, South Africa

Hurling, Anthea

A comparative analysis of covid-19 effects on learners and management of schools in Metros South and Central, Western Cape, South Africa

Author(s)

Hurling, Anthea

Date Issued

2026

Type

master thesis

Publisher

Cape Peninsula University of Technology,

Abstract

The COVID-19 pandemic that swept the entire world had severe impacts on the education sector in South African, especially in public high schools located in Cape Town, Western Cape. This research examined the impact of COVID-19 on management and students in two public funded secondary schools located in two socio-economically diverse regions - Metro South and Metro Central. This research examined the impact of COVID-19 on these schools, the use of learning platforms as pandemic coping mechanisms, the impact on academic performance, school management response to the crisis, and parent/guardian support to students during the pandemic. Choosing the two schools was based on the necessity to compare the performances and the reaction to the pandemic in the schools in different socio-economic regions. The purpose was to understand how the differences affected learning experiences and outcomes. This research was employed using a multidimensional theoretical framework, based on the Transactional Distance Theory (TDT), Self-Regulated Learning Theory (SRL), Social Cognitive Theory (SCT) and Transformational Leadership Theory, as well as the Balanced Scorecard Approach. The theories helped in the understanding of learning interruptions, the leadership reaction, and the performance measurement systems in the secondary schools during the pandemic. This research employed a combination of methodologies and an interpretivist paradigm in examining the impact of COVID-19 on public secondary schools in Cape Town, Western Cape. The target audience was school principals, deputy principals, heads of departments, teachers, members of the governing body and individuals in the Western Cape Education Department (WCED). A sample of 54 people were chosen using stratified random sampling. There were 28 people from School A and 26 people from School B. Data collection involved semi-structured interviews where qualitative insights were gathered and structured questionnaires where used to collect quantitative data. Atlas.Ti were utilised to analyse qualitative data and SPSS was used to analyse quantitative data. This study ensured adherence to ethical considerations, including confidentiality, voluntary participation, and informed consent. A pilot study was done to test the research tools and make sure that the data collection was accurate and reliable. The results, which were looked at through the lens of the theoretical frameworks offered important information on the impact of COVID-19 on learning platforms, school management and academic performance as well as the need for parental support. The study concluded with suggestions on how to improve educational policies and practices to help students and teachers during times of crisis.

Additional information

Thesis (Master of Public Administration)--Cape Peninsula University of Technology, 2026

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