<![CDATA[This study provides a comprehensive analysis of how managing English language instruction grounded in the Joyful Learning approach enhances elementary students’ writing skills. Joyful Learning, conceptualized as a pedagogical model promoting enjoyable, creative, and emotionally supportive learning, is examined within Fayol’s managerial framework consisting of planning, organizing, actuating, and controlling. Employing a qualitative case study design, the research collected data through non-participatory classroom observations, in-depth interviews, and document analysis involving English teachers, school principals, and fifth-grade students from SDN Ciwalen and SDN Cipanas 3. Findings reveal that when Joyful Learning is implemented through systematic managerial processes, it yields significant improvements in learner engagement, intrinsic motivation, affective readiness, and technical writing proficiency. Digital media, game-based activities, and contextual writing tasks effectively reduced language anxiety while strengthening spelling accuracy, sentence organization, and creative expression. Key challenges identified include limited digital infrastructure, heterogeneous student abilities, and the inherent complexity of English orthography. Practical recommendations emphasize the need for enhanced teacher training in creative instructional design, increased availability of interactive learning tools, and sustained instructional supervision rooted in reflective dialogue. Contribution: This study advances the theoretical discourse on educational management by proposing an integrative model that bridges classical managerial principles with contemporary humanistic pedagogy, offering both a conceptual framework and an actionable strategy for elementary schools seeking to cultivate effective, joyful, and sustainable writing instruction.]]>
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