A Microecological Analysis of Teacher Leadership and Its Effects on Student Emotions in Lower Secondary-Level English Language Classrooms in Türkiye

This study examines how teacher classroom leadership is enacted and how it shapes student emotions in lower secondary-level EFL classrooms in Türkiye. Adopting a microecological perspective, the study employed a descriptive case study design and a multi-informant methodology, including teacher and student interviews, open-ended surveys, reflective journals, and classroom observations. Findings indicate that effective EFL classroom leadership is perceived as an integration of three core competencies: instructional expertise, strong interpersonal rapport, and effective classroom management. Relational qualities, such as empathy, fairness, and emotional support, were consistently identified as central to effective classroom leadership. Positive student emotions, including enjoyment, enthusiasm, and hope, were fostered by supportive teacher behaviors, engaging and varied pedagogies, and a calm, equitable approach to discipline. Negative emotions, such as boredom, anxiety, and sadness, were often linked to unclear instruction, perceived unfairness, or inconsistent classroom management. From these findings, the Connect–Engage–Manage (CEM) Model was developed, framing EFL classroom leadership as the interplay between building rapport (Connect), sustaining learner motivation through interactive and adaptive pedagogy (Engage), and maintaining an emotionally supportive, structured learning environment (Manage). Pedagogical implications highlight the importance of embedding relational, pedagogical, and managerial competencies into teacher training and professional development to enhance both language learning and emotional well-being. The study recommends fostering emotionally responsive leadership practices, integrating student-centered activities, and promoting flexible, adaptive management strategies in EFL classrooms.