Most teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher's leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between "not very good" to "very bad" internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future.