This dissertation explores the experiences of teachers during a proposed school closure and examines the role of administrative communication in navigating this challenging situation. By employing qualitative research methods, including surveys, the study investigates the nature of communication between teachers and administrators at the school. The research explores the effectiveness of administrative communication strategies in supporting teachers and maintaining a sense of cohesion within the school community. The findings shed light on the factors influencing teachers' emotional well-being, instructional practices, and professional collaboration. The study contributes valuable insights to educational administrators, policymakers, and researchers seeking to enhance communication and support systems during school closures or similar disruptive events. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]