Transforming Spoken English Learning Through Transformational Leadership: A Case Study of a Coaching Center

Abstract

This case study explores how leadership practices impact student outcomes in a privately run spoken English coaching center. Coaching centers of spoken English play a significant role in shaping students' readiness to learn the skills of the English language. There is a huge number of students who go to coaching centers in Bangladesh for learning English as a second language (L2) because coaching centers use different teaching methods that help students learn the language (L2) better. Following case study guidelines, and through interviews and observations, the research identifies four key leadership behaviors—vision-driven direction, participative and supportive effort, structured feedback, and vision orientation—that significantly influence teaching effectiveness, student engagement, and learning progress. In line with a mixed-method research design, the current study seeks to determine the most frequently used leadership practices in a spoken English coaching center, in addition to exploring the leadership behaviors that impact student engagement, motivation, and performance in spoken English. It also distinguishes the leadership approaches that develop teachers’ effectiveness in acquiring speaking skills in English. The findings contribute to a growing body of knowledge on educational leadership in non-traditional learning environments and offer actionable recommendations for institutional improvement.