This qualitative descriptive study explored how teachers perceive the significance of their leadership and digital pedagogy in fostering students' self-directed learning skills in a digital learning environment. Grounded in transformational leadership theory, Bronfenbrenner's Ecological Systems theory and ISTE standards, the study answered three research questions: What leadership styles are prevalent among teachers facilitating instruction in an online learning environment? What elements of teacher digital pedagogy are commonly used by teachers facilitating instruction in an online learning environment? How do teachers perceive the significance of their teacher leadership and teacher digital pedagogy to their students self-directed learning abilities? The study was conducted with 50 teachers from five private international schools in Lagos, Nigeria, using a multi-stage cluster sampling method. Data were collected through a teacher leadership survey, a technology integration confidence scale, and semi-structured interviews with 10 teachers. The analysis revealed key themes of supportive, inspirational, and collaborative leadership, as well as technology application and digital citizenship. Findings indicated a strong tendency towards inspirational and supportive leadership, emphasizing individualized consideration and collaborative learning environments with digital pedagogy elements like adaptive learning tools, student-centered approaches, and technology integration commonly used. Teachers perceived their leadership and digital pedagogy practices as significantly influencing students' self-directed learning abilities, fostering engagement and autonomy. The study's significance lies in its contribution to understanding how digital pedagogy and teacher leadership can be effectively integrated to support student learning in online environments. Practical implications include recommendations for professional development on digital pedagogy, adaptive teaching strategies, digital citizenship and teacher leadership for teachers facilitating instruction in the digital learning environment. Future research could include a longitudinal study that explores the impact of teacher leadership on students' development of self-directed skills mediated by teacher digital pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]