EDUCATIONAL LEADERSHIP IN CONTEXTS OF SYSTEMIC DISRUPTION: A CASE STUDY OF INSTITUTIONAL ADAPTATION IN A CRISIS SCENARIO

Abstract

This article analyzes educational leadership from a systemic perspective in contexts of organizational disruption, investigating institutional implications of executive decision-making during crisis scenarios. A qualitative interpretive case study is conducted based on institutional documentary evidence, including enrollment evolution, pedagogical strategies, and community engagement actions. The institution operated two school units until July 2022 and expanded to three units thereafter, serving early childhood, elementary, and secondary education. Historical data show growth from 576 enrollments in 2019 to 1,725 in 2026. Findings suggest that technological adaptation, institutional communication, and pedagogical mobilization functioned as drivers of organizational resilience, contributing to institutional stability and community trust.

This article analyzes educational leadership from a systemic perspective in contexts of organizational disruption, investigating institutional implications of executive decision-making during crisis scenarios. A qualitative interpretive case study is conducted based on institutional documentary evidence, including enrollment evolution, pedagogical strategies, and community engagement actions. The institution operated two school units until July 2022 and expanded to three units thereafter, serving early childhood, elementary, and secondary education. Historical data show growth from 576 enrollments in 2019 to 1,725 in 2026. Findings suggest that technological adaptation, institutional communication, and pedagogical mobilization functioned as drivers of organizational resilience, contributing to institutional stability and community trust.