INCREASING TEACHER LEADERSHIP SKILLS IN COPING WITH STUDENT DISCIPLINE PROBLEMS THROUGH DISCIPLINE MANAGEMENT APPROACHES

Abstract

There are still a number of teachers that use force while dealing with disciplinary problems with their students. In order to prevent student misbehaviour, teachers should control their disciplinary management strategy. The goal of this study is to investigate the effect of disciplinary management style on teacher leadership competency. A survey of 120 teachers from six secondary schools in Pasir Mas, Malaysia was conducted using the survey design approach. The study's tools included the "Teacher Discipline Five-Style Inventory" and the "Teacher Leadership Competency Model." PLS-SEM 3 (Partial Least Squares Structural Equation Modeling) was used. According to the PLS-SEM 3 study, only the component of Supporter Style in teacher disciplinary management style has a significant influence on teachers' leadership qualities. Meanwhile, Negotiator Style, Abdicator Style, Enforcer Style, and Compromiser Style showed no significant influence on teacher leadership qualities. The findings of this study will assist the Ministry of Education in determining the optimal supporting style employed by teachers, which will improve measures against teachers who utilise excessive techniques.