In 2003, the Jordanian government launched an 'education reform for knowledge economy' leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice 'al faza'a' leadership which is anchored in "al faza'a" social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. 'Al faza'a' hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy's advocated distributed leadership programme. This paper concludes that 'al faza'a' practice can represent an implicit leadership theory in Jordanian schools.