The Development of Transformational Leadership Competencies in the Future Teachers in a Polycultural Educational Space

Abstract

The relevance of the research is conditioned by a higher role of transformational leadership in education in conditions of ever-increasing complexity and pace of social and cultural change. Due to this, the paper is aimed at finding out the set of organizational and pedagogical conditions for the development of competencies of transformational leadership in the future teachers in the polycultural educational space. The leading method for studying this problem is the contrastive and comparative analysis of literature that allows viewing the transformational leadership in an integrated way as the subject of interdisciplinary reflection; the systemization and generalization of the data obtained has allowed making more certain the essential features of the future teachers’ transformational leadership competencies. In the paper, the following are the results of a pedagogical experiment of justifying and testing out the organizational and pedagogical conditions for the development of the future teachers’ transformational leadership competencies in the polycultural educational space of the North Caucasus: the development of special tasks in formation of the abilities of consistent change management in education, with the complicated ethnic and cultural context borne in mind; the use of educational resource of experiential learning as student-centered and reflexive learning approach for the future teachers; and the use of various ethnic sport forms as a means for practical acquisition of the transformational leadership competencies. The materials of the paper are of practical value for various categories of education workers developing and implementing the programs of priority development of the pedagogical staff as the transformational change leaders, for teachers of pedagogical higher educational institutions when designing the content and technologies of development of leadership competencies in students as the agents of development of educational systems under the complicated and rapidly changing social and cultural conditions.