A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.
