Abstract: This study investigates the relationship between teachers leadership styles and students comprehensive abilities in Xinxiang, Henan Province. Drawing from a sample of 242 high school students across six public institutions, the research employs a structured questionnaire to assess perceptions of teacher leadership and student development. The findings reveal significant positive correlations between teachers transformational, instructional, organizational, and social leadership approaches with students cognitive, social-emotional, and personal development. Notably, transformational leadership showed the strongest correlation with students critical thinking abilities, while instructional leadership demonstrated substantial impact on academic achievement. Social leadership practices significantly influenced students interpersonal skills and emotional intelligence Organizational leadership aspects were particularly effective in developing students self-management and study habits.