Examining the Relationship between Teacher Leadership Skills and Students’ Self-Discipline: A Correlational Study

Abstract

Teacher leadership and student self-discipline are recognized as critical factors influencing academic success and personal development. This study aimed to examine the relationship between teacher leadership skills and students’ self-discipline in Government Girls High Schools, District Malakand, Pakistan. Employing a quantitative correlational design, data were collected from 201 students and 20 teachers using a self-constructed questionnaire with 26 items covering leadership skills and self-discipline. The questionnaire was validated by experts and pilot-tested, demonstrating high reliability (Cronbach’s alpha = 0.90 for leadership skills, 0.86 for self-discipline). Data analysis using SPSS version 23 revealed a significant positive relationship between teacher leadership skills and students’ self-discipline (β = 0.54, C.R = 9.539, p < 0.01). These findings indicate that teachers who exhibit strong leadership qualities including classroom management, motivation, and effective communication, positively influence students’ ability to regulate behavior, manage time, and pursue academic goals. The results are supported by transformational leadership and social learning theories, highlighting that students emulate disciplined and accountable role models. This study highlights the importance of enhancing teacher leadership through professional development programs to foster student self-discipline, academic engagement, and overall personal growth.