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The purpose of this study to assess the status of complexity leadership practice among public secondary school principals at Red Sea Governorate as perceived by teachers, as well as the impact of job, experience, and gender variables on their perceptions. A questionnaire with two axes and three dimensions, including 33 items, was distributed to the sample, and its validity and reliability were verified. The study's findings revealed that the sample members' responses to the reality of the application of complexity leadership in public secondary schools in Egypt were moderate, and there were statistically significant differences between the sample responses at the level (0.01) between the study sample's response averages, according to the variable years of experience in all dimensions of complexity leadership. The differences in the number of years of experience favored the lowest group, while there were no statistically significant differences in the average responses of the research sample according to the variables of gender and specialization in all dimensions. The study recommended spreading the culture of complexity leadership among secondary school leaders through training courses, workshops and others, establishing an integrated reward system that enhances the trend towards implementing complexity leadership in secondary schools, And monitoring obstacles to implementing complexity leadership, and trying to avoid them; To achieve the goals of the school, and enhance its competitiveness.