The researcher begins with the assumption that leadership of a public- school principal is a concept which can be illustrated using the conceptual principle of balance, support, and strategy. Leadership rests on the balance of heart and mind, clarifying support from its dependents. Good leadership requires leaders to think, act and influence others within the school in a way that it promotes the continuing achievement of the organization. The philosophy behind is grounded on the understanding of the complex relationship in the organization. The exercise of leadership goes beyond the boundaries of the categorized standard of organization and traditional belief of subordinates. Leadership is not just a matter of power but includes trust, direction, and obligation which is a matter of dependents and choices in initiating and sustaining change. This study assessed the distributed and sustainable leadership of principals in selected public-schools in the National Capital Region (NCR).

Furthermore, this study intended to answer the following questions: (1) How do the Principal respondents practice distributed leadership as assessed by respondents themselves in terms of decision making and human resource development?; (2) How do the principal respondents practice sustainable leadership as assessed by the respondent themselves?; (3) What support mechanisms of internal stakeholders to school governance may be proposed?

This research employed qualitative and quantitative approaches. For qualitative approach, weighted mean computation was used in sectioning the respondent's assessment. Open-ended question techniques were employed to the respondents and a researcher made survey questionnaire instrument was used to gather data.

The following results explored and described in this study yielded the following; the principals' distributed and sustainable leadership practice, leadership ability, and performance level.