Leadership within school organizations has a wide empirical and theoretical base supporting its significance and relevance in effectiveness at school, achieving notoriety for its study, training programs in educational policies and its impact on teaching and learning processes. Questions around the issue of discussion and systematization of knowledge, where this work is framed, are expressed as a response on how the educative leadership has been remodeled, what major features have essentially identified it and what approach is emerging as a reference for a sustained improvement at schools, for an Ibero-American context. Results show a high reference around distributed leadership and its different variations, highlighting it as an option and a strategy to address challenges of quality and equity. However, large scale and comparative research that relates any of the interpretations of distributed leadership with an improvement of school efficiency is scarce.