While the likelihood and probability of school districts encountering major crises remain unknown, superintendents need to anticipate and prepare for such events that have the potential to threaten their organization. The purpose of this phenomenological study is to explore the behaviors and actions of New York State public school superintendents before, during, and after varying crises within their school districts. The research will analyze superintendents' behaviors and actions using Pearson and Mitroff's (1993) five-stage theoretical framework for crisis management and how those behaviors and actions promote organizational resilience. One-on-one interviews were conducted with twelve superintendents of school districts throughout New York State. All participants experienced and led their school district through high-profile crises during their tenure. The research sought to determine what behaviors and actions superintendents took when faced with a crisis and which of those behaviors and actions were perceived to be most effective in promoting organizational resilience. Further, data were collected and analyzed to determine if and how superintendents' behaviors and actions varied with internal and external stakeholder groups when managing a crisis. The overall findings indicated that many of the behaviors and actions superintendents had taken to lead their school districts through a crisis were similar, including (1) crisis detection, planning, and preparation; (2) crisis containment and limitation; and (3) crisis recovery and learning. Superintendents identified communication as a central theme when engaging stakeholders inside and outside the organization. Superintendents' engagement with stakeholder groups varied by (1) crisis communication strategies; (2) crisis communication delivery; and (3) school board engagement. Although there was no clear consensus among the participants as to what behaviors and actions were perceived to have promoted organizational resilience, most superintendents discussed post-crisis recovery, including (1) community building; and (2) community healing. Several recommendations came from this research but none more critical than the need to amend the existing New York State Education Law relative to school safety. Such amendments should promote post-crisis reflection and action by expanding the role of the district-wide school safety team and charging safety teams to develop comprehensive crisis plans by conducting tabletop exercises to prepare for unanticipated crises that may impact school districts. Moreover, given the increasing threats crises pose to schools, it is clear school districts require the assistance of professional associations to provide professional development for district leaders on how to assess and strengthen the resiliency of their organization. Recommendations for future research are also offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]