ABSTRACT
[...]of these incomparable challenges, schools were contending with profound changes in their day-to-day practices, including suspension of classroom teaching, transformation in learning and teaching modalities and the provision of health and social services to students and their families (Huang et al., 2020;Reimers and Schleicher, 2020). [...]this global crisis has led to students' higher dropout rates, parents' increased responsibilities in the education process (Azorin, 2020;Striepe and Cunningham, 2022) and school principals' enhanced concentration on strengthening the school's community and its individual members (Schechter et al., 2022;Thornton, 2021). Yet, we suggest the articles converge on three central themes including the nature of leadership response to organizational change and crisis, organizational interdependency and boundary spanning and relationality matters to inform leaders' weathering of crisis and challenge. The authors argue that school leaders, in real time, can simultaneously employ school and district structures and supports for crisis leadership, resulting in increased individual and collective sensemaking and the provision of needed resources, in turn, buffering school organization members from threats. [...]they conclude that adapting, rather acting in rational, but outdated ways, increases the potential for leaders to better respond to persistent uncertainty and singular crises like Covid-19. Arguing that relationality is central to leadership and organizational effort, the authors propose a holistic and dynamic sense of community framework with the potential to offer insight into the conditions and actions that facilitate or hinder the organizational learning