This study aimed to investigate the contribution of principals’ distributed leadership practices to student engagement, focusing on the mediating roles of teacher self-efficacy and organizational commitment in the secondary schools of the state of Amhara. Accordingly, a convergent parallel mixed methods design was employed to achieve this objective. The quantitative data analysis involved 714 valid and completed data of teachers selected from a multistage random sample from five zones, and qualitative data was used from twelve purposefully chosen teachers. Questionnaires and interviews were used as tools for data collection. Before the actual study, the measurement tools were validated through a pilot study, and statistical assumptions were conducted. Pearson product-moment correlation coefficient and structural equation modeling analysis assessed the variables' relationships and mediation roles. Thematic analysis was employed to analyze qualitative data. The study found significantly below-average student engagement and a moderate level of distributed leadership practices. It was also found significantly above average teacher self-efficacy and organizational commitment. The study also revealed that distributed leadership had significant positive relationships with teacher self efficacy (r=.50) and organizational commitment (r=.55). Likewise, teacher self-efficacy (r=.42) and teacher organizational commitment (r=.52) were found to have significant positive correlation with student engagement. Moreover, teacher self-efficacy (R2=.28)) and teacher organizational commitment (R2=.47) had significant partial mediation roles in the relationship between distributed leadership and student engagement. Hence, the study concluded that principals’ distributed leadership significantly contributed to student engagement through teacher organizational commitment and self-efficacy. The results suggest that when school leadership responsibilities are distributed more broadly, teachers’ sense of commitment and efficacy are enhanced, improving student engagement in the learning process. Thus, the study's findings have practical, theoretical, and policy implications.