Objective To explore the application effect of online teaching method based on leadership life cycle theory in pediatrics teaching. Methods One hundred and twenty undergraduates from five-year program who accepted the teaching of pediatric theory on network platform in the autumn semester of 2020 and the spring semester of 2021 were selected as the research objects. Students were divided into two groups with 60 in each following school regular squad division. That means, 60 students in class 2 as the test group and 60 students in class 1 as control group. The test group implemented the teaching based on situational leadership theory plus classic teaching and the control group accepted only classic teaching. The scores of the two groups of students after teaching were compared, and the Self Rating Scale of Self-Directed Learning and the College Students' Self-Management Scale were used to investigate the learning capacity and self-management capacity of the two groups of students. The t-test was used to analyze the differences between the two groups in test scores and scale scores. Results The basic knowledge test scores (82.59±7.18) in the chapters of “growth and development” and "neonatal and neonatal diseases" in pediatrics and the related theoretical test scores (85.64±7.26) of neonatal resuscitation and physical examination of children in the experimental group were higher than those in the control group [(76.29±6.58) and (80.57±6.24)], and the differences were statistically significant (all P<0.05). The total score of learning capacity of the students in the experimental group was higher than that of the students in the control group [(230.11±23.13) vs. (206.36±20.27)], and the scores of self-management capacity such as learning behavior were higher than that of the students in the control group [(3.51±0.55) vs. (3.26±0.31)], and the differences were statistically significant (all P<0.05). Conclusions The application of the teaching method based on the leadership life cycle theory in online pediatrics teaching can effectively improve students' learning outcomes and strengthen students' capacity building of self-directed learning and self-management. This result can be shared by other schools or healthcare institutions.