The Effect of Academic Supervision and Transformational Leadership on Teacher Discipline and Performance

Abstract

Improving teacher performance remains a central challenge in educational management, particularly within private school systems that face increasing demands for accountability and instructional quality. This study examines the effects of academic supervision and transformational leadership on teacher discipline and performance, with discipline positioned as a mediating mechanism. A quantitative explanatory design was employed, involving 235 teachers from private elementary schools selected through proportional random sampling. Data were collected using structured questionnaires and analyzed using Structural Equation Modeling with SmartPLS. The results show that academic supervision significantly enhances teacher discipline and performance by providing structured guidance and professional feedback. Transformational leadership also demonstrates a strong positive effect on discipline and performance through motivational and inspirational mechanisms. Teacher discipline partially mediates the relationship between supervision, leadership, and performance, confirming its role as a key behavioral pathway. These findings contribute to educational management literature by integrating supervision and leadership into a unified empirical model and offer practical insights for school leaders in improving instructional effectiveness.