TA’LIM SOHASIDA PEDAGOGNING YETAKCHILIK KOMPETENTSIYASINI RIVOJLANTIRISH

KIRISH: maqolada ta’lim sohasida yetakchilik kontseptsiyasi va pedagogik yetakchilik tushunchasi tahlil qilinadi. yetakchilikning ijtimoiy-madaniy ahamiyati, ta’lim muhitidagi roli, shuningdek, ustoz va shogirdlar o‘rtasidagi o‘zaro ta’sir orqali shakllanishi ko‘rib chiqiladi. MAQSAD: tadqiqotning maqsadi — ta’lim jarayonida pedagogik yetakchilikning mohiyatini ochib berish, oliy ta’lim sharoitida yetakchi shaxsini shakllantirish bosqichlarini aniqlash va zamonaviy ta’lim muhitida yetakchilikni rivojlantirish yo‘llarini belgilashdir. MATERIALLAR VA METODLAR: ilmiy maqolalar, ta’lim dasturlari, pedagogik kuzatuvlar va guruh faoliyati tahlili asos sifatida tanlandi. metod sifatida ijtimoiy-madaniy yondashuv, kompetensiyaviy tahlil va pedagogik loyihalash qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, pedagogik yetakchilik ikki tomonlama jarayon sifatida namoyon bo‘lib, ustozlarning rahbarlik fazilatlari va talabalar tomonidan yetakchilik ko‘nikmalarining rivojlanishi bir-birini to‘ldiradi. guruh faoliyati va motivatsiya yetakchilikni shakllantirishda muhim omil bo‘lib xizmat qiladi. XULOSA: pedagogik yetakchilik zamonaviy ta’lim muhitida shaxsiy fazilatlar, boshqaruv ko‘nikmalari va o‘zaro ta’sir asosida shakllanadi. u ta’lim jarayonining samaradorligini oshiruvchi muhim pedagogik konsepsiya hisoblanadi.

INTRODUCTION: the article analyzes the concept of leadership in education and the notion of pedagogical leadership. it examines the socio-cultural significance of leadership, its role in the educational environment, and its formation through teacher-student interaction. PURPOSE: the purpose of the study is to reveal the essence of pedagogical leadership in the educational process, identify the stages of forming a leader personality in higher education, and outline ways to develop leadership in modern educational settings. MATERIALS AND METHODS: scientific articles, curricula, pedagogical observations, and group activity analysis were used as materials. methods included sociocultural approach, competency-based analysis, and pedagogical design. RESULTS AND DISCUSSION: the findings show that pedagogical leadership manifests as a two-way process, combining teachers’ leadership qualities with the development of leadership skills among students. group activity and motivation play a crucial role in shaping leadership. CONCLUSION: pedagogical leadership in modern education is formed through personal qualities, management skills, and mutual interaction. it serves as an essential pedagogical concept that enhances the effectiveness of the educational process.