Educational emergencies are key situations capable of redefining the way society organizes its respective educational systems. The research analyzes the influence of management teams on the development of teacher agency during emergency remote teaching in three schools from different socioeconomic and geographic contexts. Eighteen teachers and six administrators were interviewed, using the teaching agency framework, grounded theory, and thematic analysis to process the data. The results show that the decisions made by administrators during emergency remote teaching allowed for the development of teacher agency in three main dimensions: challenges of teacher adaptation, support from educational management, and improvement in teachers' perceptions of educational management. The study concludes that support from administrators and freedom in curricular decision-making by teachers are key factors in facilitating the development of teacher agency and addressing the educational crisis. The study is novel in its use of the ecological approach to teacher agency as a theoretical framework and in its retrospective analysis of social and educational crises.
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