FORMATION OF LEADERSHIP QUALITIES OF FUTURE PRESCHOOL EDUCATION PROFESSIONALS IN THE CONTEXT OF THE PROFESSIONAL STANDARD AND CURRENT EDUCATIONAL CHALLENGES

Abstract

The purpose of the article is to theoretically substantiate the structure of leadership qualities of future preschool education professionals and to identify pedagogical guidelines for their development in accordance with the Professional Standard for Preschool Teachers, current legislation and contemporary educational challenges. The methodology combines analysis and comparison of regulatory documents, content analysis of general and professional competences, systematisation of Ukrainian and international research on pedagogical and distributed leadership, and conceptual modelling. The scientific novelty lies in a normative-oriented interpretation of leadership qualities not only as a prerequisite for an administrative career, but also as an integral part of the professional readiness of future preschool teacher. A model is proposed: value-motivational, strategic-organisational, partnership-communicative, emotional-reflective and innovative-digital. Conclusions. Teacher leadership is expressed through responsible decision-making, initiation of positive change, facilitation of teamwork, partnership with families, protection of children’s rights and best interests, and readiness for continuous professional learning. Its development requires the systematic inclusion of leadership actions in academic courses and practicum, professional cases, rotating roles in student teams, reflective and coaching support, authentic assessment, and sustained work with safety, inclusion and digital-responsibility scenarios. The practical value of the proposed framework lies in its applicability to curriculum revision, practicum assignments, individual professionaldevelopment pathways and assessment criteria. The model can be operationalised through descriptors of observable professional actions and further tested in empirical research