The role of inclusive leadership in facilitating electronic learning during coronavirus disease 2019 in marginalised schools in Zimbabwe

The study examines how school principals enact inclusive leadership practices in promoting e-learning in 300 marginalised schools in Zimbabwe during the COVID-19 pandemic being guided by the inclusive leadership framework. Three hundred principals completed a randomly distributed structured questionnaire for quantitative data. Twenty purposively selected principals participated in focus group interviews and documentary analysis. Descriptive and inferential statistics computed through SPSS software were used to analyse quantitative data. Qualitative results were thematically analysed. The study discovered variations in how principals applied four defined inclusive leadership practices for e-learning, implying that they seldom produced change, shared a common vision, exercised self-awareness and sometimes built relationships to enhance e-learning. The study recommends professional development to enhance the principals' competencies in implementing e-learning during the COVID-19 and similar disturbances.