Post-COVID Context of Pedagogy: Experiences of Private School Principals in Kathmandu

Abstract

Facing and experiencing the challenges created by the COVID-19 pandemic emerged the idea for the research topic “Post-Covid Context of Pedagogy: Experiences of Private Schoo Principals in Kathmandu” as a working principal in a private school in Kathmandu. The pandemic disrupted traditional pedagogical practices, forcing schools to adopt online virtual teaching methods. The purpose of the study was to explore the private school principal’s experiences in creating a physically and psychologically conducive learning environment in the post-COVID-19 context. Using a narrative inquiry and adopting an interpretative paradigm, this research captures the lived experiences of four school principals, revealing how they have managed issues related to educational continuity, excelling ICT skills to teachers, and students’ readiness in online virtual classes through the participants’ narratives. Through the lens of instructional leadership theory resilience theory, the study explores how principals facilitated the transition from traditional physical classrooms to virtual online and again in-person physical classes by equipping teachers with ICT skills and managing limited technological resources. It also highlights the adaptability of school principals in overcoming crises, addressing psychological readiness among students, and maintaining a conducive learning environment despite unprecedented disruptions in the perspective of resilience theory. An abrupt shift from physical classrooms to online virtual classrooms during COVID-19 created chaos for private school principals to manage and lead their schools. This transition made them educate themselves and train teachers to create ICT competency to run online virtual classes. It also affected the financial stability of private schools which caused them to adopt financial zoning of staff like partial salaries and cost reduction strategies. Though the private school principals adopted creative approaches to continue and maintain educational quality, parents claimed that the learning achievement by the students remained lesser than before the pandemic. Similarly, the study highlighted inequities in access to technology like digital devices, uninterrupted internet, and continuous supply of electricity, which had played a crucial role in continuing education in emergency learning. The finding further adds that principals faced a significant challenge in reopening schools after the COVID-19 pandemic to create a conducive learning environment. At first, students and parents were worried about the health protocols and procedures for the physical classes. Additionally, students were hyperactive and less attentive, which affected their learning, and the reason behind this was prolonged online virtual classes. Teachers also struggled to maintain classroom discipline as previously they did before the pandemic. Management of safety protocols to run schools was financially cost-bearing for the private schools. However, they need to be transformative and a change agent as per the time and context, like the COVID-19 pandemic, which has emphasized the need for hybrid approaches, combining online and offline learning to maximize flexibility and preparedness for future disruptions.