Abstract

The COVID-19 crisis has affected many aspects of life, including education. One of the main groups of actors that took part in the leadership and management of the crisis in education during the pandemic was that of school principals. This study examined the leadership practices that were viewed as effective by school principals during the COVID-19 crisis and how these practices corresponded with the guidelines formulated by Schechter et al. (2024). This qualitative study was based on interviews with 20 school principals in Israel who had at least five years of seniority, working with students of different age groups in various regions of the country. The participating principals were selected by purposive sampling. We analysed the qualitative data with a deductive approach, using directed content analysis, where the guidelines of Schechter et al. (2024) served as the primary guide to coding. The eight strategies were divided into 22 practices. Additionally, principals’ accounts revealed a multifaceted pyramid of actions that leaders adopt during crises, combining universal strategies with tailored and infrequent ones to effectively navigate challenges. The findings and their implications are discussed.