A Qualitative Study Exploring How School And District Education Leaders Respond To Critical Organizational Crisis And Change Events

Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Timothy Reymann

Committee Member

Valerie Storey

Committee Member

Bora Pajo

Abstract

This qualitative study explored how PK-12 public school education leaders navigated the complexities of prolonged crises and the extent to which their practices reflected principles of generative, complexity, and adaptive leadership theories. The purpose was to examine how leaders balanced organizational stability with adaptability, while simultaneously addressing the emotional, cultural, and systemic dimensions of leadership during extended disruptions. Data were collected from a diverse group of 16 school and district leaders across multiple geographic regions in the United States, including urban, suburban, and rural communities. Through thematic analysis, the study identified leadership practices that extended beyond technical decision-making to encompass emotional regulation, trauma-informed systems thinking, and collaborative co-creation. Findings revealed that leaders employed adaptive scaffolding strategies to sustain continuity while fostering flexibility and resilience across their organizations. These practices emphasized relational trust, distributed problem-solving, and cultural stewardship—elements that resonated strongly with the frameworks of generative, complex, and adaptive leadership. The study also illuminated the often-invisible labor of leadership, including the emotional and structural work required to guide organizations through uncertainty. Collectively, the findings highlight leadership as an emergent, relational process essential for organizational resilience and systemic growth.

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