ASARKAYA, ÇİĞDEMARZHANGI, MOHADESEH2025-12-182025-12-182025https://tez.gov.tr/UlusalTezMerkezi/https://hdl.handle.net/20.500.14627/1359This qualitative study investigates how English language teachers in Tehran and Istanbul, two culturally different urban centers, integrate the impact of leadership styles on their work experiences. The study examines the effects of transformational and transactional leadership models on employee turnover, organizational commitment, and job satisfaction in private language schools. The study, which is based on in-depth interviews with 20 teachers and draws on hermeneutic phenomenology, provides rich narrative insights into the institutional and relational dynamics at work. Findings indicate that transformational leadership, characterized by inspiration, emotional support, and personalized guidance, positively shapes teacher engagement, morale, and institutional loyalty. Conversely, institutions dominated by transactional approaches emphasizing control, performance monitoring, and contingent rewards; often contribute to emotional fatigue, professional disengagement, and higher turnover intent. The cross-cultural dimension reveals that while leadership expectations are deeply shaped by sociocultural norms, teachers in both cities favor leadership that fosters trust, mentorship, and ethical reciprocity. The study concludes that effective leadership in language education must be both contextually responsive and emotionally intelligent, particularly in diverse and high-pressure teaching environments.eninfo:eu-repo/semantics/openAccessEducational leadershipemployee turnoverEnglish language teachersIstanbuljob satisfactionorganizational commitmentTehrantransactional leadershiptransformational leadershipMaster Thesis