Purpose: This study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual influence of gender and teaching experience. Design/methodology/approach: This study employed partial least squares structural equation modelling for data analysis. This study has selected 421 teachers from 18 secondary schools in Penang. Findings: Distributed leadership has a positive direct effect on teacher academic optimism and organisational commitment. The relationship between distributed leadership and teacher academic optimism was stronger for male teachers and senior teachers who have more than ten years of teaching experience. However, gender and teaching experience have no significant moderating effects on the relationship between distributed leadership and teacher organisational commitment. Research limitations/implications: The reason for the non-existent relationship between distributed leadership and teacher organisational commitment across gender and teaching experience remains unknown. In-depth investigation using interview method is required for further exploration. Practical implications: This study complements and extends prior research on the relationships between distributed leadership, teacher organisational commitment and teacher academic optimism by providing evidence from Malaysia on how they contribute to the organisational conditions of their school. Originality/value: This study has its originality in investigating the relationships between distributed leadership, teacher organisational commitment and academic optimism with the contextual influence of gender and teaching experience in the non-western society.