The study aimed to identify the reality of the practice of secondary school principals of authentic leadership and distributed leadership in the State of Kuwait from the point of view of teachers and school principals themselves. Besides, the study aimed to identify the reality of practicing organizational citizenship behaviors among secondary school teachers from the point of view of the study sample as well as to reveal the relationship between leadership styles practice and organizational citizenship behaviors among teachers, The study also examined the most prominent challenges facing the application of the aspects of the two leaderships to develop organizational citizenship behaviors in preparation for building a proposed framework. To achieve the objectives of the study, a descriptive method that followed a mixed- method approach with an exploratory sequential design was used. Both quantitative and qualitative tools were applied. A questionnaire based on three scales that were adapted to the Kuwaiti context was initially applied to collect data from a sample of 375 teachers. Semi-structured Interviews were then applied with 12 principals to delve into the data and obtain explanations of what the quantitative result showed. Among the most prominent results of the study was an increase in the practice of authentic leadership in four dimensions (self-awareness, transparency in relationships, balanced information processing, and internal ethical perspective). The results also showed an increase in the practice of distributed leadership in four dimensions (leadership team cooperation, leadership support, leadership supervision, and participation in decision-making) in both quantitative and qualitative aspects as well as consequent increase in the practice of organizational citizenship behaviors. Additionally, the results revealed that there were no differences in the degree to which school principals practice the authentic and distributed leadership styles and the practice of organizational citizenship behaviors among secondary school teachers attributed to nationality variable. The results also indicated that the level of teachers' practice of organizational citizenship behaviors can be predicted considering school principals' practice of distributed leadership, while the authentic leadership style did not predict organizational citizenship behaviors. In the same context, the study revealed a positive correlation between the practice of authentic leadership and distributed leadership by school principals and the practice of organizational citizenship behaviors among teachers. There were differences in the degree to which school principals practice the distributed leadership style in favor of females while there were no differences in the authentic leadership style and the practice of organizational citizenship behaviors among teachers attributed to gender variable. Both qualitative and quantitative results revealed an existence of a positive impact of the distributed leadership on organizational citizenship behaviors with an absence of direct impact of authentic leadership on organizational citizenship behaviors. The results also identified challenges facing secondary school leaders in practicing authentic and distributed leadership and had an impact on the development of organizational citizenship behaviors. In light of the study results, a framework was proposed in order to improve the reality and propose methods to overcome the challenges to achieve the aspirations of Kuwait Vision 2035 that emphasizes the enhancement of efficiency of administrative work in schools and educational districts.