EMOTIONAL INTELLIGENCE OF STUDENTS, EDUCATORS, AND EDUCATIONAL LEADERS AS A STRATEGIC RESOURCE FOR PUBLIC GOVERNANCE OF EDUCATION IN THE CONTEXT OF MARTIAL LAW AND POST-WAR RECOVERY

Abstract

The purpose of the article is to reveal the role of the development of emotional intelligence of participants in the educational process as a strategic resource of public education management in conditions of martial law and during post-war reconstruction, to substantiate its importance for preserving mental health and ensuring the effectiveness of the educational system. The research methodology is based on an interdisciplinary approach that combines psychological, pedagogical and managerial concepts. Classical and modern models of emotional intelligence (M. Salovey, D. Mayer, D. Goleman, R. Bar-On, P. Petrides) and the work of Ukrainian scientists (E. Nosenko, L. Karamushka, S. Maksymenko, T. Tytarenko, etc.) are used. The theoretical basis is the principles of systematicity, humanization of education and practical orientation, which allow us to consider emotional intelligence as an integral resource for preserving mental health and effective management of the educational environment. The scientific novelty lies in the fact that the problem of developing the emotional intelligence of participants in the educational process is considered as a strategic resource of public education management in the conditions of martial law and the period of post-war recovery.The emphasis is placed on the psychological and pedagogical possibilities of forming the emotional intelligence of younger schoolchildren by means of game methods, as well as on the role of teachers and administrators in creating a safe and supportive educational environment. It is emphasized that the development of emotional intelligence contributes to the preservation of the mental health of students and adults, increasing the effectiveness of management decisions and the sustainability of the education system. It is substantiated that emotional intelligence is an important factor in the humanization of education, as well as a strategic resource for its restoration and modernization in the post-war period. Conclusions. Emotional intelligence in modern conditions is a strategic resource that determines the effectiveness of public education management, contributes to increasing the stress resistance of the educational environment and forms the basis for the post-war recovery of society.