<![CDATA[This study examined the leadership competence of Akidah Akhlak teachers, the discipline of Grade VIII learners, and the relationship between the two at MTs Negeri 1 Sidrap, Indonesia. Teachers are expected to cultivate religious practice in the school community, yet violations of school rules, particularly lateness, persist among learners. A quantitative ex post facto design with a psychological approach was used. The sample comprised 65 learners (two intact classes, VIII F and VIII G) from a population of 175. Data were collected with Likert-scale questionnaires (11 items for leadership competence, 17 for discipline; Cronbach's α ≈ .91 for each) and analyzed with descriptive statistics and simple linear regression in SPSS. Learners rated teachers' leadership competence (M = 32.03, SD = 7.26) and reported their own discipline (M = 49.71, SD = 10.97) at a moderate level, near its upper boundary. Discipline was weakest on timeliness-related behaviors. Leadership competence was positively and significantly associated with discipline (r = .693, p < .001) and was a significant predictor, accounting for 48.1% of its variance (Ŷ = 16.151 + 1.048X). These findings imply that strengthening teacher leadership, through role modeling, habituation, and school policy, may support learner discipline in madrasahs.]]>
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