The COVID-19 pandemic presented unprecedented challenges to education, forcing schools and universities to close abruptly and transition rapidly to online learning. This sudden shift required teachers and students to adapt quickly, often without the necessary skills, time, or resources. School principals faced critical leadership roles, managing the online learning environment while addressing the emotional and professional needs of their staff. This chapter explores the leadership practices of school principals in Poland during the pandemic and how these practices supported both school and teacher resilience. Through qualitative research, the chapter examines key strategies employed by effective school leaders to optimize remote education and maintain teacher commitment and effectiveness. Findings suggest that principals can foster resilience by creating supportive conditions across psychological, intellectual, social, and organizational dimensions. Seven core leadership practices were identified as essential for building resilience: sustaining education delivery and innovation, planning amidst uncertainty, adapting health and safety policies, leadership across the school, providing an inclusive curriculum, fostering partnerships with families, and supporting teacher motivation, commitment, and professional development. These strategies not only helped schools navigate the immediate challenges of the pandemic but also offer valuable insights for future leadership in uncertain times. The chapter contributes to the fields of teaching, professional development, education policy, and school leadership, offering implications for further research on resilience in education.