Abstract

This study examined the influence of disciplinary measures on perceived academic success among senior high school students in the Mfantsiman Municipality, with self-regulated learning serving as a mediating variable. Through a quantitative research approach, the study employed descriptive statistics, correlation analysis, regression models and mediation analysis to assess data collected from 322 respondents using a structured questionnaire across four senior high school. The data was analysed using SPSS. The findings revealed that while disciplinary measures particularly supportive practices positively influenced academic success, their influence was partially mediated by self-regulated learning, which emerged as a stronger predictor of academic success. The study concludes that fostering supportive disciplinary strategies, promoting all forms of academic engagement and equipping students with self-regulation skills are essential for enhancing academic outcomes. The study therefore recommended integrating restorative disciplinary practices and strengthening student-teacher relationships.

Keywords

  • leadership
  • emotional intelligence
  • principals

References

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