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This chapter explored the role of SMT in curriculum delivery in the midst of the pandemic, the impact of the pandemic on curriculum delivery, and support systems most useful during the coronavirus outbreak. The objectives were examined under the lens of the transformational leadership theory. The study was positioned in the interpretivist paradigm and informed by an exploratory case study design. Fifteen SMT members from six schools were conveniently sampled and interviewed to understand their experiences, perceptions, and expectations of curriculum delivery during the pandemic. The findings largely showed good practices in curriculum management during the pandemic, knowledge of curriculum delivery roles, and expanded support structures. On the other hand, challenges, such as increased absenteeism and weak student accountability resulting from recurring community transmissions, were noted. This chapter, therefore, calls for enhancing the role of SMTs in schools to make them better prepared for and responsive to interconnected global challenges such as this pandemic.

The objective of this study was to explore pre-service teachers’ school-based experiences through their reflective practices. A qualitative research approach was employed based on the multiple case study design. Data was collected from 20 pre-service teachers who were purposively sampled. The data was in the form of personal reflective accounts as well as open-ended questions. Seven themes were generated under 3 broad categories after the triangulation of data. The categories were organizational culture, instructional, and shared leadership as well as community engagement in extra-mural activities. The results indicate that there were varied school-based experiences by pre-service teachers based on the kind of organizational culture that existed in their host schools. These challenges could be addressed if university departments responsible for teacher training embark on community engagements on the supportive role those pre-service teachers play in their host schools as well as the responsibilities of the schools towards them.