Development of functional and pedagogical leadership in the aspect of continuing professional and pedagogical development

ABSTRACT

The article presents the solution to the problem of developing leadership competencies in master’s degree students majoring in ‘Pedagogical sciences’ and developing leadership qualities in practicing educators. The study was conducted at M. Kozybayev North Kazakhstan University and the Institute for Professional Development in Karaganda Region (Republic of Kazakhstan). Research methods incorporated a theoretical and practical analysis of leadership within the education system; modeling of leadership domains and content in Kazakhstani schools through work with teachers; diagnostics of the leadership abilities of master students through interviews; and hands-on experimental work. During the research, the developed programs and activities of Leadership School as a professional collaboration (networking) in formal, non-formal, and informal education have been tested; the intersectionality of processes of stakeholding, functional and pedagogical leadership, and transformative pedagogical mentoring has been established. It was stated that functional and pedagogical leadership resolves the contradiction between the revolutionary developing environment and the intrinsically evolutionary professional development of teachers. It was concluded that pedagogical leadership plays a crucial role in school reform and development. With functional leadership skills, educators can be instrumental in driving changes in curriculum design, implementing new teaching strategies, and improving overall school performance.

Acknowledgments

According to the paid services agreement dated 04.01.2021, the distribution of the study results is related to the project tasks and entrusted to the M. Kozybayev North Kazakhstan University, defined in the official activity description of the Erasmus+ project 609905-EPP-1-2019-1-IT-EPPKA2-CBHE-JP DeSTT Development of Skills and Teachers Training for Leadership.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nazym Ualiyeva

Nazym Ualiyeva is a PhD, Associate Professor at the Department of Theory and Methods of Primary and Preschool Education, M. Kozybayev North Kazakhstan University.

Alma Murzalinova

Alma Murzalinova is a Full Doctor in Pedagogy, Professor, Director of the Institute for Professional Development in North Kazakhstan Region, Branch of the National Center for Professional Development “Orleu”.

Leila Almagambetova

Leila Almagambetova is a PhD in Pedagogy, Deputy Director of the Institute for Professional Development in North Kazakhstan Region, Branch of the National Center for Professional Development “Orleu”.

Saulesh Mukanova

Saulesh Mukanova is a Full Doctor in Pedagogy, Professor, Director of the Institute for Professional Development in Karaganda Region, Branch of the National Center for Professional Development “Orleu”.

Assemgul Zhunussova

Assemgul Zhunussova is a Master, Senior Lecturer at the Department of Theory and Methods of Primary and Preschool Education, M. Kozybayev North Kazakhstan University.