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Teacher involvement in discipline management is a critical determinant of student discipline and the attainment of positive educational outcomes. Existing literature identifies teacher engagement as a central input in effective school management. In Kisumu West Sub-County, student indiscipline has remained a concern, with an average of 85 students suspended annually between 2020 and 2022, compared to the Kisumu County average of 75. Against this backdrop, the study sought to establish the relationship between teacher involvement in discipline management and the achievement of student discipline in public secondary schools in Kisumu West Sub-County, Kenya. Specifically, the study examined the relationship between teacher preventive, interventive, and restorative involvement in discipline management and student discipline outcomes. The study adopted a correlational research design and was grounded in the learners' discipline management model, which emphasizes strong teacher-student relationships, anticipatory classroom management, addressing root causes of indiscipline, regenerative approaches, and learner responsibility for behavior. The target population comprised 39 principals, 39 deputy principals in charge of administration, 542 teachers, 1,980 student council members, and one Sub-County Quality Assurance and Standards Officer (SCQASO). Using Krejcie and Morgan's sampling table, a sample of 225 teachers, 322 student council members, 35 principals, and 35 deputy principals was selected. Stratified random sampling was used for teachers and student councils, census sampling for principals and deputy principals, and purposive sampling for the SCQASO. Data were collected using questionnaires and interviews, with validity ensured by experts from Maseno University and reliability established through pilot testing and Cronbach's alpha. Findings revealed that preventive teacher involvement was highly practiced, with teachers reporting strong engagement in motivating learners, team building, and social skills development. Students also affirmed practices such as arriving in school on time and attending all lessons. Preventive involvement showed a strong positive relationship with student discipline (r = 0.879, p < 0.01). Interventive involvement, including parental engagement and consistent punishment, also demonstrated a significant positive relationship with discipline (r = 0.654, p < 0.01). Similarly, restorative involvement such as counseling and learner reintegration was positively associated with student discipline (r = 0.551, p < 0.01). Similarly, school principals, deputy principals and SCQASO observed that teacher preventive, interventive, and restorative involvement in discipline management had a huge impact in shaping the student discipline outcomes. The study concludes that while all three approaches are important, preventive strategies exert the strongest influence on discipline outcomes, followed by interventive and restorative practices. It recommends strengthening motivational and preventive programs, ensuring consistency and parental collaboration in interventions, and mainstreaming restorative practices such as counseling and reintegration, while further research should examine contextual differences across schools and the long-term academic and social effects of restorative discipline approaches