Th e purpose of this study was to investigate the relationship between distributed leadership and job self-effi cacy with the mediating role of academic optimism of the teacher. Th is study is applied and correlation research based on structural equation modeling. 281 teachers of Zahedan city were selected using stratifi ed random sampling. To collect information, three questionnaires were used: distributed leadership (Gholami, Sahranavard, & Azizi, 2014), job self-effi cacy (Riggs & Knight, 1994) and teacher's academic optimism (Beard, Hoy, & Woolfolk, 2010). For data analysis the Pearson correlation coeffi cient was calculated using SPSS and structural equation modeling was done using Lisrel soft ware. Based on the results the direct eff ect of distributed leadership on job self-effi cacy (β=0.33), the direct eff ect of distributed leadership on teacher's academic optimism (β=0.76) and the direct eff ect of teacher's academic optimism on job self-effi cacy (β=0.42) was found to be signifi cant. Th e indirect eff ect of distributed leadership on job self-effi cacy was also found to be significant with the mediating role of organizational laziness (β=0.352). Th erefore, it can be concluded that through applying a distributed leadership style in schools (with regard to trust-based leadership, a democratic climate, comprehensive support, and teachers' professional development) the level of teachers' academic optimism increases. With an increase in teachers' academic optimism, their job performance can be expected to improve.
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