2026-06-04T20:30:10Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/414542026-02-03T10:48:46Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Cruz-González, Cristina author Jiménez-García, José Daniel author Cadenas-Sánchez, Cristina author López-Fernández, Iván author Gil-Espinosa, Francisco Javier author 2026-01-05 This mixed-methods study examines 387 Spanish school principals during COVID-19. It shows how their roles expanded to include health coordination, emotional support, and digital adaptation. Quantitative data were analyzed with SPSS using descriptive statistics and Pearson correlations, and qualitative data were examined using grounded-theory-informed coding. The findings highlight adaptive leadership in fostering resilience through restructuring and collaboration. They also show how principals balanced multiple duties and indicate the need for reforms to strengthen crisis management capacity. The study identifies three measures: crisis protocols, permanent health liaison roles, and digital leadership training, offering lessons from Spain for international leadership debates. Cruz-González, C., Jiménez-García, J. D., Cadenas-Sanchez, C., López-Fernández, I., & Gil-Espinosa, F. J. (2026). Leading in Adverse Times: Lessons Learned by School Leadership in Spain During the COVID-19 Challenge. Leadership and Policy in Schools, 1–24. https://doi.org/10.1080/15700763.2025.2611310 https://hdl.handle.net/10630/41454 10.1080/15700763.2025.2611310 Directores de centros docentes Alfabetizacion digital Leading in Adverse Times: Lessons Learned by School Leadership in Spain During the COVID-19 Challenge.