Collaborative leadership happens within a process when leaders, teachers, the entire staff, and other necessary stakeholders answer together to the school's wicked problems. Since such problems are the result of social, political, economic and cultural forces, they appear and are handled in different ways in different contexts (Gelinas-Proulx et al., 2014). One reason for this diversity is that societal culture assists to shape school leader’s thoughts about concepts such as leadership and collaboration (Walker & Dimmock, 2002), and organizational context assist to mold educational routines and regulations (Spillane, Parise & Sherer, 2011). This paper concentrates on the issue how cultural and societal contexts are related to collaborative leadership in facing wicked problems. A preparatory process research before the LED project will be presented where the cultural perspective is opened up in the Israeli LED school. There, data was collected by six interviews and eight observations on the weekly meetings from a team of eight home-room teachers of eight grades, in a high school of 1600 students. Data analysis was based on the process approach (Poole et al. 2000) in which events and central subjects were arranged in time sequences to formulate explanatory narrative of the relationships between the societal-cultural level and collaborative leadership within the teamwork. Three significant cultural characteristics were found. First, there is a rigid complex framework of teams that include about 15 teams (senior leadership team, department teams, and home-room teacher teams) which reflect the centralized and bureaucratic structure of the Israeli educational system. Second, the unify time of about 45 minutes for different team sizes mirror the 'one size fit all' idea, common in the Israeli schools. Third, there is a WhatsApp group that allows the team members continue working after work which reflect the Israeli cultural values of cohesiveness, familiarity and the willing to sacrifice for the mutual goal of overcome the workload. The main result indicates that some wicked problems might be common in many educational systems, the ways they are handled differ according to the cultural contexts.

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