Of particular importance is the mechanism of leadership for education, where the subject and the object of professional activity are people and where the possibility to enhance the efficiency of the functionality and development is limited, as this activity is not objectified in a specific product, profit, and is a certain subjective quality of the students. The awareness of the insufficient effectiveness of the traditional and institutionalized relations “guide – submission – the result,” “professional status – the right and the ability to teach” necessitates the inclusion of informal, leadership mechanisms of the regulation and implementation of the relationship between the main subject groups in education.
The process of the transformation and reformation of the general and vocational education system has greatly increased the interest in theoretical and practical aspects of educational leadership. Today, a new context of expectations concerning the operation of educational leaders has formed: it requires not just a high level of individual development and organizational skills, but also the ability to generate new ideas and approaches, to create new technologies, to update the internal potential of the followers, to initiate self-development of their personalities.
Accordingly, educational leadership allows you to show perspective, yet untapped desires, abilities, aspirations, which, during the implementation of their situation, may change, enrich, and renew the process of reforming the education sector, as well as to break through to the leading positions of the education system of a country, a region, specific educational institutions, certain groups, and individuals. Therefore, the study of educational leadership is of great interest from the practical side.
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