The Dynamics of Transformational Classroom Leadership, Self‐Efficacy and Psychological Well‐Being in English as a Foreign Language Learners: A Combined Variable‐ and Person‐Centered Approach

ABSTRACT Students' psychological well‐being (PWB) is vital in foreign language learning, with transformational classroom leadership (TCL) and self‐efficacy playing significant roles. However, limited research has explored the role of TCL and self‐efficacy in understanding English as a foreign language (EFL) learners' PWB. This study hence aimed to examine the relationships between perceived TCL and PWB via self‐efficacy. A combined variable‐ and person‐centered methodology was employed to provide complementary perspectives. Data were collected through a questionnaire survey of 507 Chinese adolescent EFL students and semi‐structured interviews with seven students. The variable‐centered approach revealed that TCL positively influenced PWB through the mediation of self‐efficacy. The person‐centered approach identified two distinct TCL perception profiles: average perception and high perception. Students in the high perception group demonstrated significantly higher levels of self‐efficacy and PWB compared to those in the average perception group. Qualitative interviews further validated the relationships between TCL, self‐efficacy, and PWB. These findings provide valuable theoretical and practical insights for language educators, teachers, and school psychologists, highlighting the importance of fostering TCL and self‐efficacy to enhance students' well‐being in EFL contexts.