The main purpose of the study was to examine the effect of principals’ distributed leadership behavior on teachers’ organizational commitment in secondary schools of West Gojjam Zone. The study employed a correlational research method. Multi-stage sampling technique was used to select sample schools and respondents. Finally, 347 teachers were selected randomly from 12 secondary schools. Distributed leadership inventory was used to gather data regarding teachers’ perception of principals’ distributed leadership behaviors. Additionally, Organizational commitment questionnaire was also employed to measure the levels of teachers’ organizational commitment. Both instruments were consisted of a 5-point Likert scale. In the data analysis process, different statistical methods were used in order to address the objectives of the study. First, mean scores were computed to determine the perceived levels of principals’ distributed leadership behaviors and teachers’ organizational commitment. A one sample t-test was also used to see whether there is a significant difference between the actual and the expected mean scores. Second, Pearson’s correlation was used to see the relationship between the principals’ distributed leadership behavior and teachers’ organizational commitment. Finally, multiple regression was used to determine whether teachers’ organizational commitment is predicted by the perceived principals’ distributed leadership behavior. The data were analyzed using SPSS software. The findings indicated that the mean principals’ distributed leadership behavior scores are found greater than the expected mean scores for all the three dimensions. Similarly, the study determined that the mean teachers’ organizational commitment score is found higher than the expected mean. It is also found that there is a strong positive and statistically significant relationship between principals’ distributed leadership and teachers’ organizational commitment. Furthermore, the study found that teachers’ organizational commitment could be predicted by teachers’ perceptions towards their principals’ distributed leadership behaviors.