Abstract
The purpose of this study is to investigate the moderating role of school policies and administrative support in promoting effective classroom discipline using mix method convergent design. Quantitative analysis, including descriptive statistics and regression models, indicates a high level of adaptability, supportive resources, and collaborative development in school policies (mean score = 4.34, SD = 0.294) and significant administrative support in areas of collaboration, monitoring, feedback, and restorative practices (mean score = 4.32, SD = 0.320). Furthermore, promoting classroom discipline through clear expectations, positive reinforcement, and proactive management scored highly (mean score = 4.30, SD = 0.276). Correlation analysis reveals strong significant relationships between administrative support and school policies (r = 0.547, p < 0.05), as well as between administrative support and classroom discipline (r = 0.378, p < 0.05). Regression analysis identifies administrative support and school policies as key predictors for promoting classroom discipline. A Sobel test further confirms that school policies significantly mediate the relationship between administrative support and classroom discipline (z = 2.373264, p = 0.017632). Thematic analysis of teachers' lived experiences highlighted nine emergent themes, including authority perception and technological enhancements. The integration of quantitative and qualitative findings affirms a consistent, connected, and converging pattern. In conclusion, the study underscores the pivotal role of administrative support and well-crafted school policies in fostering effective classroom discipline. Recommendations include enhancing collaboration and communication strategies, reinforcing policy implementation, and leveraging technological tools for educational advancements. For further research, exploring the impact of specific policy adaptations on classroom environments is suggested.