The Impact of Behavioral Contract sin Achieving Self Discipline among High School Students in the Kingdom of Bahrain ABSTRACT: The study aimed to identify the impact of the behavioral contracts that ought to achieve self- discipline for a selection of first level students from secondary schools in the Kingdom of Bahrain, as well as to discover the differences attributed to gender for the extent of self- discipline after the application of the behavioral contracts on the sample individuals. Furthermore, it aims to discover the differences attributed to the residence location (governorate) for the extent of self-discipline after the application of the behavioral contracts on the sample individuals, in addition to identifying the obstacle that reduce the impact of behavioral contracts in achieving self-discipline among secondary school students in the Kingdom of Bahrain. The researcher used the semi-experimental approach in this study. The study sample consisted of 80 students of both genders, 40 of which are male and 40 are female, from eight schools across the four governorates of the Kingdom: one boys' school and one girls' school from each governorate. The researcher used a list of behavior estimation self-discipline that she prepared for this study, by applying two applications; one was before the behavioral engagements, and one was after they were applied. The study has reached the following conclusions: First, there are statistically significant difference sat a=0.000 between the student grades of self-discipline after the application of the behavioral contracts and their grades before the application in favor of the dimensional grades of each individuals self-disciplinedimension, and altogether, in large impact volumes where the value exceeded 0.8. Second, there are statistically significant differences in student grades on self-discipline in favor of female students. Third, there are statistically significant differences in student grades on self-discipline in different dimensions attributing to the residence (governorate) location parameter, where the levels of the significance in all self-discipline dimensions were less than 0.05. The result of the dimensional comparisons showed statistically significant differences in most dimensions of the self-discipline assessment list for all governorates compared to the southern governorate. Finally, the lack of ideal understanding of the age stage's nature for secondary school students, known as adolescence, is one of the main obstacles in achieving behavioral engagements to imply their impact on self-discipline, in addition to the large amount of students and the various responsibilities and tasks of teachers and supervisors that affect negatively on the behavioral contracts that require close follow-ups and collaborative efforts, as well as linking behavioral contracts to punitive methods.