This study was designed to examine the impact of principals' transformative leadership approach on teachers' discipline in secondary schools in Fako Division, South West Region of Cameroon. The study was guided by one objective which examined how principals' transformational leadership approach impacts teachers' discipline in secondary schools in Fako Division. The Contingency Leadership Theory by Fiedler F. E. (1964) was used for the study. The mixed method approach was used most specifically the explanatory sequential design. A questionnaire and interview guide were the instruments used for the study. The questionnaire consisted of closed ended questions for teachers while the interview guide for principals. consisted structured questions. The sample population for the study was made up of 50 teachers and 3 principals in secondary schools in the Fako Division. The purposive and simple random sampling techniques were adopted for the study. Data from the closed ended questions were analysed using SPSS 23.0 with the aid of descriptive and inferential statistical tools while interview was analysed thematically. The Spearman’s rho tool was used to test the research hypotheses formulated in the study.  Findings show that a significant majority (70%) feel motivated under transformational leadership, while only 30% disagree. The hypothetical statistics showed that there is a significant, positive and moderate influence on transformational leadership approach on teachers’ discipline in secondary schools in the Fako Division.  (R- value 0.207**, p-value < 0.001 < 0.05). The positive sign of the correlation value implies that Principals transformational leadership approach will encourage teachers’ discipline on school matters and this is supported with an explanatory power of 32.9% (Nagelkerke statistics= 0.329). Thus, the null hypothesis was rejected while the alternative which states that, there is a significant influence transformational leadership approach on teachers’ discipline in secondary schools in Fak Division. Therefore, it was generally recommended that, for the effective school functioning, principals should endeavor to implement discipline and relate with the teachers for an active school performance.

Transformational Leadership Approach, Teachers Discipline, Secondary schools and Fako Division, Cameroon.

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