This study aimed to examine the mediating role of teachers’ attitudes towards children’s rights in the relationship between the leadership strengths preferred by classroom teachers and their disciplinary approaches. The study group consists of 453 classroom teachers working in primary schools in Niğde province. Personal Information Form, Classroom Teacher Leadership Scale, Classroom Discipline Models Scale and Child Rights Attitude Scale were used as data collection tools. Data were analyzed with SPSS and AMOS statistical packages. As a result of the correlation analyses, it was found that there were significant relationships between all variables included in the research, except for two sub-dimensions. In the findings obtained from the path analysis, it was concluded that classroom teachers’ preference for leadership power was in favor of analogous leadership power and expert leadership power, and their attitudes towards children’s rights had a mediating role in the impact of their disciplinary approaches, and their preference for leadership power in favor of rewarding leadership power and coercive leadership power, which they adopted, It was concluded that attitudes towards children’s rights did not have a mediating role in its effect on disciplinary approaches. The results of the research were discussed in the light of theoretical explanations and similar research in the literature.
Discipline, leadership, children’s rights