Previous research has extensively explored various leadership styles such as shared and servant leadership towards the significant relationship of social capital. However, there is a noticeable gap in the literature concerning distributed leadership as an antecedent to social capital especially in non-profitable organizations such as schools. Distributed leadership represents a contemporary leadership approach in organizational practices that emphasizes leadership as a collective process, where every member of the organization has both the right and responsibility to actively engage in leadership activities. It holds significant potential for work life balance by granting them autonomy in decision-making, such as flexible scheduling or rest periods. The purpose of this study is to investigate how distributed leadership and social capital influence work life balance based on the perceptions of teachers. The study utilized a random sampling survey model in its design. The study included a sample of 420 teachers employed in 70 vocational schools in West Malaysia. The study used the “Distributed Leadership Readiness Scale” and “Social Capital Scale”. The study revealed that distributed leadership exhibited a strong and significant correlation with social capital. The study highlighted that distributed leadership is the key predictor influencing social capital. These variables were identified as significant predictors of a teacher’s quality of work life balance. The findings suggest that school principals can enhance social capital by demonstrating distributed leadership behaviors such as work life balancing, delegating authority and responsibilities, and fostering robust dialogue and collaboration.