Abstract
ABSTRACT This study investigated the mediated distributed leadership effects on student achievement through teacher job satisfaction and disciplinary climate in Turkish high schools. We employed school-, teacher-, and student-level datasets drawn from the 2018 PISA and TALIS datasets and performed a multilevel structural equation model (MSEM). The results confirmed the role of teacher job satisfaction and disciplinary climate in mediating the effects of distributed leadership on student achievement. We concluded that building a school environment that fosters a disciplinary climate conducive to learning and encourages teachers to adopt positive affective and cognitive demeanors is a core condition for leveraging student achievement.
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