This study investigates the relationship between teachers' attitudes towards student discipline and the discipline levels of students in secondary schools in Sarawak. Utilizing a quantitative approach with questionnaires administered to 100 teachers selected via simple random sampling, the research aims to understand how teachers’ perceptions and behaviors influence classroom discipline. The study emphasizes the importance of positive, fair, and proactive attitudes in shaping student behavior and examines various classroom management strategies, including reinforcement and technological integration. Findings reveal a significant correlation between teachers’ attitudes and students’ discipline levels, highlighting the role of supportive school environments and external influences such as family and leadership. The study underscores the necessity of professional development and contextualized discipline strategies tailored to Sarawak’s diverse cultural and geographical landscape. Overall, the research offers valuable insights for educators, policymakers, and stakeholders to enhance discipline management and foster a conducive learning environment in secondary schools.
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