The research delves into the experiences of university instructors in China amid the swift move to online teaching prompted by the COVID-19 outbreak. It delves into shifts in instructional leadership and hurdles encountered by instructors, like adjusting to new technologies, managing heightened workloads, and sustaining student engagement in a virtual setting. The objective is to grasp how these changes influence teaching methods and leadership responsibilities, underlining the necessity for resilience and adaptability among instructors. Employing quantitative methods, the research utilized surveys to collect insights from university instructors regarding their transition to online teaching during the pandemic. Using a cross-sectional approach, data was gathered and assessed at a specific juncture. The study investigates how these educators managed the switch, the mental strains involved, and their coping strategies. The results aim to assist educational institutions in better preparing for future disruptions and offering more effective support to their faculty. [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.]