In the face of unprecedented challenges, the COVID-19 pandemic has tested the resilience and adaptability of educational systems worldwide. At the heart of this turmoil, the critical relationship between boards of education and superintendents has emerged as a focal point for both scrutiny and improvement. This dissertation examines the dynamics of this relationship within New Jersey K-12 Public School Districts, exploring how perceptions and roles have evolved during one of the most disruptive periods in modern education. Using a comprehensive survey distributed to board of education trustees and superintendents across Bergen, Essex, Passaic, Morris, Warren, Sussex, and Hunterdon counties, this study seeks to discover the existence of potential differences in how these key stakeholders viewed their district's ability to manage, plan for, and respond to the COVID-19 crisis. By employing Gonzalez-Herrero and Pratt's Crisis Management Model, the research dissects the relationship through the lens of issues management, planning and prevention, crisis response, and post-crisis recovery. This analysis aims to provide a deep understanding of how the pandemic reshaped the interaction between boards and superintendents, revealing insights into their collaborative successes and challenges. The results are intended to guide future decision-making and enhance the effectiveness of educational leadership in navigating crises, ultimately contributing to a more resilient and responsive educational system. [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.]