Генеза та становлення провідницької парадигми управління національною освітою

Abstract

The author continues his scientific discourse on the mission of leadership in education. This problem in domestic pedagogical science has not even acquired a polemical character and is often understood as "enlightenment". The managerial continuum and the genesis of leadership in education are explored. The scientific discourse of approaches and views on the characterization of the personality of the educational leader in the conditions of education in the society of social turbulence and the uncertainty of the ethnic national component in the borrowed European models of education models are carried out. his role in the educational navigation of young people and the creation of conditions for a successful social lift. The main challenges of the XXI century are analyzed. in the management of national and globalized education. Comparative characteristics of scientific management, Kaizen, tectology and leadership, essential content of leadership in education and leadership in education are presented. Their key differences are determined. The author, revealing the format of leadership in education, criticizes the rudiments of totalitarian pedagogy in the programming of the teacher for the role of the leader of non-author's and official pedagogy. The true leader feels his vocation and has a unique vision for solving problems that are beyond the field of view of most participants in the educational process. Granting a teacher of creative freedom and conditions for self-realization of author's resources will motivate him to carry out a true leadership mission. Keywords: guidance, the guidance in education.