Leadership concept in educational management

The article deals with the problem of leadership and its conceptual characteristics in the context of educational management. It is emphasized that leadership is a specific social activity, and the purpose of leadership is to improve the quality of teaching practice, to promote and create conditions for the exchange of experience, the situation of trust, the strategy of identifying risk and resolving crisis situations. The principles of leadership in educational management was determined. The aim of the guide is to improve teaching practice and results, and improve leadership on the basis of lifelong learning. Leadership involves cooperation, mutual exchange and mutual enrichment. The features of distributed leadership (a set of interacting components, leadership is carried out not only by the director and administration of the educational institution, the actions of the leader focused on the effectiveness of student learning, the basis of interaction, the impact and organization of the learning process, support in their professional practice, continuous learning, community of affairs, recognition the value of the contribution of each representative of the educational institution to the training process, etc.). Types of leadership was described: a technical leader who takes the role of manager; a leader providing interaction between people; provides technology for achieving educational requirements; a symbolic leader who draws the attention of others to important issues of education, defines the goals of school education; a structural leader who develops coordination and control to achieve efficiency. It is emphasized on the structural elements that define school leadership: cooperation and partnership; motivation; planning; decision-making; interaction; conflict resolution; rating; professional development and focus on the development of employees. It is concluded that the modern concept of leadership in educational management combines two main ideas: social dialogue and acceptance of responsibility for the efficiency, quality and equity of education. The basis of the concept is the model of distributed leadership, which includes the redistribution of responsibility for the functioning of the school and the quality of education among all members of the pedagogical community, which is interrelated with solving the problem of justice and morality.