A Comparative Analysis of COVID-19 effects on Learners and Management of schools in Metros South and Central, Western Cape, South Africa

The study received approval from the Western Cape Education DepartmentThis study examines the impact of the COVID-19 pandemic on learners and school management in public secondary schools in the Metro South and Metro Central districts of the Western Cape, South Africa. Using a comparative approach, the research explores how socio-economic differences influenced learning experiences, the use of digital learning platforms, and academic performance during the pandemic.The study adopts a mixed-methods design, combining qualitative data from semi-structured interviews with quantitative data from structured questionnaires administered to school stakeholders. It is guided by multiple theoretical frameworks, including Transactional Distance Theory, Self-Regulated Learning Theory, Social Cognitive Theory, and Transformational Leadership Theory.Findings highlight that COVID-19 significantly disrupted teaching and learning processes, exacerbated existing inequalities, and placed pressure on school management systems. The study also identifies the critical role of digital learning tools, parental support, and leadership strategies in mitigating these challenges. Recommendations are provided to strengthen education policy, improve digital access, and enhance resilience in the education system during future crises.