Exploring Distributed Leadership Effects on Teaching and Learning: Teachers’ Professional Quality as Mediator and Contextual Factors as Moderator

This study examined the relationship between distributed leadership (DL) and perceived successful teaching and learning (STL) in secondary schools in Dire Dawa, Ethiopia, with a focus on the mediating role of teachers’ professional quality (TPQ) and the moderating influence of contextual factors, including school location, teacher experience, and resource availability. Using a quantitative cross-sectional correlational design, data were collected from teachers in 13 secondary schools in Dire Dawa Administrative Town. Statistical analyses were based on responses from 500 teachers, while information obtained from principals and supervisors was used to provide contextual insights into leadership practices. The findings indicated moderate implementation of distributed leadership and moderate-to-high levels of teachers’ professional quality and perceived teaching and learning outcomes. Distributed leadership was positively associated with both TPQ and STL, while TPQ was positively associated with STL. Mediation analysis showed that TPQ partially mediated the relationship between DL and STL, whereas moderation analysis indicated that school location, teacher experience, and resource availability were found to condition (strengthen) these relationships across contexts. The findings highlight the importance of distributed leadership, teacher professional development, and context-sensitive educational improvement strategies for supporting teaching and learning in secondary schools.