This study aims to validate Western-based distributed leadership and teacher academic optimism scales in the Malaysian primary school context. This study further examined the relationships between distributed leadership and teacher academic optimism as well as each dimension of teacher academic optimism. Data were collected from 442 primary school teachers in Penang, Malaysia. This study used exploratory factor analysis and partial least squares structural equation modeling for data analyses. Findings revealed that both distributed leadership and teacher academic optimism scales were applicable in the Malaysian primary school context. Distributed leadership has a significant positive relationship with teacher academic optimism by controlling teacher gender and teaching experience. Likewise, distributed leadership has a significant positive relationship with academic emphasis, teachers’ trust in students and parents, and teacher sense of efficacy. Implications and future studies are presented.
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