Teachers' perceptions of supportive leaders through times of crisis are examined in this research using Transformational Leadership as the theoretical framework. The study adopted a qualitative research design that focused on the phenomenon of returning to in-person learning following the COVID-19 school closures. A qualitative phenomenological study (Johnson & Christensen, 2017) was selected to understand and describe the phenomenon of the secondary teachers' experience of returning to in-person learning following COVID-19 school closure, through the examination of a bounded system of a secondary school site (Merriam & Tisdell, 2016). A phenomenological study is appropriate given the bound system (Creswell, 2002) of secondary school teachers in a mid- to large-sized district in Southern California and how they perceived support from site administration in returning to in-person instruction following school closures. Research was conducted using context sensitivity (Johnson & Christensen, 2017) and viewed the findings through the lens of historic, social, and temporary contexts of the phenomenon of returning to an in-person learning environment following school closures and shared trauma. Through semi-structured interviews, codes, categories, and themes emerged that were designed to capture shared experiences and dissimilarities of teachers' perceptions of supportive administrative actions. Purposeful sampling was used to select the nine participants of this study who met the attributes and criteria that were predetermined for the study (Johnson & Christensen, 2017). In all, four themes were generated to align with four research questions. Each theme generated four categories in which codes were applied to capture teachers' perceptions of support from school principals. Themes address components of support for teachers and included Inspirational Motivation (teachers' perception of support through inspiration), Intellectual Stimulation (teachers' perception of support through intellectual engagement), Individual Consideration (teachers' perception of support through mentorship and coaching), and Idealized Influence (teachers' perception of support through value-based leadership). During times of crisis, school leaders should consider implementing the following strategies to support teachers within their organization during crisis situations. Leaders should engage with leadership characteristics that motivate staff. Crisis situations can leave teachers feeling powerless and unmotivated to engage with the values, mission, and vision of the organization. Principals should (1) engage collaboratively with staff in decision making, (2) listen empathetically, (3) create clarity, and (4) ensure shared vision for the future. Additionally, leaders should engage with leadership characteristics that build capacity within their staff to engage in creative problem solving. In crisis situations, school organizations may face challenges that they have never faced. Principals should (1) collaboratively problem solve, (2) avoid (to the extent possible) top-down decision making, (3) support staff in identifying attainable solutions, and (4) frequently check in with staff to monitor progress toward desired outcomes. Next, leaders should engage with leadership characteristics that attend to the individual. Crisis situations will impact individuals differently based upon personal experiences. Principals should (1) engage each staff member on a personal level, (2) determine how the crisis has impacted the individual, and (3) individually support the individual as they move toward "per-crisis normalcy." Finally, leaders in crisis situations should engage with leadership characteristics that embody personal and organizational values. During crisis situations, values within the organization will guide decision making. Principals should (1) clearly and consistently voice the values, mission, and vision of the organization, (2) lead with hope and enthusiasm by messaging optimism for the future, and (3) continually focus conversations to center around student outcomes. [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.]