The study's objective is to determine how educational leadership affects the handling of disciplinary and educational crises. In order to improve teaching techniques and learning, which in turn leads to better student outcomes, teachers must collaborate with school faculty and staff in an essential process known as teacher educational leadership. Discipline crises arise at school for a variety of reasons. These include not completing homework or paying attention in class, bullying by students and cyberbullies, racial tensions, sexual harassment, gender identity, verbal abuse of teachers, and acts of disrespect for them. Following a number of prerequisites for successful educational outcomes, discipline must come first in order to improve student academic achievement in that disciplinary crisis. One of the high schools in Yangon, Myanmar is the subject of this study. Academic results for students are impacted by the emphasis on the role that educational leadership plays in handling disciplinary and academic issues, the efficient management of schools by school leaders, and teachers' perceptions of engaging, effective, and dynamic lesson plans. The educational leaders who oversee academic and disciplinary matters, such as the principal, vice principal, discipline master, administrators, and head of the training department, were interviewed in-depth using a semi-structured one-on-one format. The information gleaned from the interviews was recorded, organized, and examined.