Presentation will cover the role of distributed leadership in the context of environmental management in schools. 

This study aims to explore the nature of distributed leadership in eco-school practice. The structure and application of the eco-school program in the school have included in the school’s collective environment. This ethnographic study examined the role of various forms of leadership in the face of this environment. Data obtained from long-term observation of situations, interactions and behaviors within eco-school and other environmental activities in the school portrayed an image of eco-school culture. Semi-structured interviewing along with the documents and observation ensured in-depth analysis while satisfying the triangulation of the data. Findings presented an insight into eco-school practices and forms of leadership situating during environmental management in the school. It is obtained that practicing eco-school allowed an environment where differentiated leadership features arose and encouraged. It is required to be acted and supported by several environmental performances in the school through the themes proposed by the program. This practice flourished teacher leaders in the formal role who were expertise in the context of sustainability as being coordinators, as well as to encourage student leadership within the teams.

The principal had a definite role in this context as being supporter and as one of the pieces of the collaboration. The common purpose on environmental values provided an atmosphere in which collaborative work supported by different unites, which showed the distribution of leadership to other teams and individuals. Findings stated that the ultimate aim of education for a more sustainable future could be best achieved by sharing ideas and leadership in the schools.