This study aims to assess the level of teacher leadership (TL) and its influence on student leadership skills (SLS) in Malaysian Fully Residential Schools (FRS). A total of 355 FRS teachers participated as study respondents. The findings indicate that both TL and SLS are at a very high level, with mean values of x̄ = 6.22 and x̄ = 5.99, respectively. Using the Structural Equation Modeling (SEM) approach, the study confirms that TL behavior positively influences SLS in FRS (β = 0.971). These results highlight the significant role of teachers in shaping students' leadership capabilities. FRS teachers not only exhibit strong leadership qualities but also actively nurture student leadership through various mechanisms. They foster teamwork, build positive relationships, communicate effectively, and encourage innovation, all of which contribute to a holistic learning environment. However, while teamwork is particularly strong under the Exhibiting Leadership Character component, the Competence in Building Trust component appears to be relatively lower than other aspects of TL. This suggests the need for principals to cultivate a deeper culture of trust within schools, ensuring that teachers feel empowered to lead with confidence and autonomy. In terms of SLS, despite the overall high level, emotional intelligence especially in conflict management emerges as a weaker area compared to other components. This finding is significant because deficiencies in conflict resolution skills may serve as an early indicator of bullying, which remains a persistent issue within the national education system. Therefore, greater emphasis on conflict resolution training is necessary. Future research should explore conflict management as a potential mediating variable that links teacher leadership to student success, providing deeper insights into the mechanisms that drive leadership development in FRS. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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