In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school’s principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority.

近年来，领导者在学校有效运作中的作用在国际教育界引起了广泛的争论。通过对教育领导力的历史研究，这项研究发现领导者的位置正在不断地被重塑和适应当前的社会、文化和经济环境。去年，由于 2019 年冠状病毒病大流行，全球教育领导层不得不进行重塑。本研究的目的是调查由上述情况引起的问题，并试图找出在危机时期学校校长如何应用教育领导的基本原则。这项调查的重点是使用定性方法。该研究包括来自塞浦路斯的 88 名教师和 5 名校长，以及教师和家长。根据研究结果，我们发现校长和教师面临的挑战主要与疏远、边缘化、时间管理、改善官僚主义、技术设备问题和远程学习计划有关。解决这些障碍的方法似乎是：同理心、团队合作和教育系统的权力下放，这些都是由校长推动的，校长偶尔会拥有额外的权力。技术设备和远程学习计划的问题。解决这些障碍的方法似乎是：同理心、团队合作和教育系统的权力下放，这些都是由校长推动的，校长偶尔会拥有额外的权力。技术设备和远程学习计划的问题。解决这些障碍的方法似乎是：同理心、团队合作和教育系统的权力下放，这些都是由校长推动的，校长偶尔会拥有额外的权力。