Corona virus infection has sparked a global public health emergency that has affected a wide range of businesses and exacerbated social problems, most notably in education. School closures and restrictions have been put in place to prevent the spread of sickness, making it impossible to teach the curriculum as normal. It is vital that educational leaders establish and execute policies that take into consideration the conditions of the present pandemic to address the vast variety of challenges and concerns facing the sector. As a result of disruptions like the pandemic, it is imperative to examine how educational leadership has changed, as well as the impact these changes have had on the school's human resources, curriculum, and technological infrastructure. This article presents how classroom instruction and the use of technology in classrooms can be affected by changes in education leaders' responsibilities during times of crisis. Curriculum administration and implementation are directly influenced by the evolving responsibilities of educational leaders, defining the core of crisis education leadership. A prompt response has been found to be of critical consideration to protecting the health and safety of students and employees at schools. New technology was incorporated into the classroom by education leaders, who were actively involved in establishing policies that would best suit the requirements of the teaching and learning processes. Fiscal management was shown to be a major problem for educational authorities during the pandemic. With expanding knowledge on educational leadership during a disruptive time, future studies must focus on evaluating the influence of education leaders' growing responsibilities on curriculum and instructional approaches in different settings. Understanding how to leverage the identified leadership positions may be important in developing resilient and responsible ci

Educational leadership, crisis educational leadership, covid-19, ICT integration, pandemic.