This literature review was prepared as part of my research on the topic "The Impact of Class Teacher Leadership on Student's Personal Development." I have been a class teacher for four years, and during this time, I have encountered many questions for which I could not find clear answers. This motivated me to pursue a master's degree to explore this topic in more depth.

As a class teacher, I often reflect on how my leadership and interactions with students affect their personal development. In practice, it is not always easy to find effective ways to balance academic and personal goals, especially when it comes to each individual student. This requires not only pedagogical skills but also personal qualities such as empathy, the ability to motivate, and the capacity to organize.

According to studies conducted by both foreign and Kazakhstani researchers, class teacher leadership does indeed have a significant impact on students' personal development. For example, research conducted within the framework of social leadership theory (Sergiovanni, 2007) confirms that the support and attention provided by a teacher help develop students' self-confidence, social adaptation, and communication skills. The relationships between the teacher and the student become the foundation for the development of social and emotional intelligence in children. This is supported by the work of Kazakhstani researchers such as Shaikenova and Kamalova (2020), who emphasize that the emotional well-being and development of social skills in students are strongly influenced by the approach used by the class teacher.

It is also important to note that students' personal development occurs in the context of their relationships with the teacher, their ability to build trusting relationships, and their ability to inspire independent thinking and personal achievement. This conclusion is drawn from research on pedagogical leadership models (Leithwood, 2004), which highlights the importance of creating an educational environment that supports personality development. In Kazakhstan, the research of Khanakhanova (2018) confirms that trusting relationships and motivation from the class teacher play a key role in the personal and educational growth of students.

By comparing the research of Kazakhstani scholars with foreign studies, I concluded that in most countries, the focus on personal development through teacher leadership is typically combined with the development of academic and social skills. Kazakhstan, in turn, is actively integrating these principles into its educational practice, especially in the context of implementing new educational standards such as the "New School" (Nazarbayev Intellectual Schools, 2019), where class teacher leadership is seen as one of the main components of a child's successful development.

My experience as a class teacher has also shown that establishing open and supportive interaction with students helps create an atmosphere where every child feels valued and has the opportunity to develop as a person. This can include not only traditional teaching methods but also more flexible forms of work, such as group dynamics, role-playing, and individual conversations, which help reveal hidden talents and potentials in children. This approach is supported by the work of authors like Efimova (2016), who studies the impact of group interaction methods on students' personal development.

As part of my master's thesis, I plan to further explore how class teacher leadership qualities influence students' emotional and social development. My approach will be to analyze how specific actions and attitudes of the teacher impact student motivation and the development of skills, as well as how this process can be supported at the educational system and methodological levels.

A comprehensive approach was used for conducting the systematic literature review on the topic of the impact of class teacher leadership on students' personal development, which involved several stages. The first stage of the work involved formulating a list of key terms related to the research topic. The main terms included "class teacher leadership," "students' personal development," "emotional well-being," "motivation," and "social skills." These terms served as the foundation for the search for relevant literature. The search for sources was conducted using several academic databases, including Google Scholar, ERIC, and university and national databases in Kazakhstan. As a result of the search, 40 articles were selected that met the criteria for relevance and scientific credibility. These works covered both theoretical studies and empirical data demonstrating the impact of class teacher leadership on students' development. The articles were divided into several categories, including the impact of leadership on students' confidence, the development of their social skills, and the role of trusting relationships in the educational process. At the second stage, a preliminary screening of the materials was conducted, which led to the exclusion of 10 articles that did not meet the research topic or lacked sufficient scientific significance. The remaining 30 articles were carefully analyzed, and the most important ones for further research on students' personal development in the context of pedagogical leadership were selected. In analyzing the materials, particular attention was paid not only to theoretical studies but also to empirical works, which included data on the impact of pedagogical influence on students. An important aspect of the analysis was identifying approaches to teacher leadership that actively contribute to building confidence, social adaptation, and communication skills among students. The result of this stage was the systematization of information into major blocks: the impact of class teacher leadership on the development of students' confidence and motivation, methods of pedagogical influence on emotional well-being, and the role of personal relationships between teachers and students. These topics allowed for a deeper understanding of how students' personal development is connected with class teacher actions. Thus, the methods of the systematic review enabled the collection of diverse sources, which formed the basis for further study of the impact of class teacher leadership on students' personal development, as well as for identifying effective pedagogical practices

The expected outcomes of this study aim to provide a deeper understanding of how class teacher leadership influences the personal development of students. Specifically, the research seeks to identify the connections between teaching methods, teacher leadership qualities, and the social and emotional development of students. The first expected outcome is the confirmation of the hypothesis that effective class teacher leadership contributes to the development of students' self-confidence, social adaptation, and communication skills. It is expected that pedagogical leadership, manifested through the creation of trusting relationships and support for students' initiatives, will have a positive impact on their personal growth. The second outcome of the research will be the systematization of existing methods employed by class teachers to promote the personal development of students. This will help identify the most effective approaches that can be used in educational practice to enhance the emotional well-being of students. Moreover, it is anticipated that the outcomes of the study will enable a comparison of international practices of pedagogical leadership with the realities of Kazakhstan. Comparing the approaches and methods of pedagogical influence in different countries will help identify universal principles that can be adapted to the Kazakhstani educational system. Thus, the outcomes of the research may form the basis for developing recommendations to improve the work of class teachers in Kazakhstan and other countries, enhancing the quality of the educational process and contributing to the harmonious development of students.

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