The history of studying the development of leadership qualities of schoolchildren in the second half of the twentieth century

Vaganova Valeriya Mikhailovna Postgraduate student, Department of Pedagogy, Murmansk Arctic University 183010, Russia, Murmansk region, Murmansk, Sportivnaya str., 13 vaganova-vm@yandex.ru

The phenomenon of leadership is the subject of close study by modern domestic and foreign researchers, which is associated with the need to grow professional staff capable of quickly adapting to social transformations. In Russia, the education of leaders among young people is fixed at the level of state policy and is implemented through a number of events that bring together representatives of the youth sector in accordance with their professional competencies. But in order to educate a modern and competent leader, it is necessary to understand the genesis of the development of such a social phenomenon as leadership.

The concept of leadership is complex and multifaceted, and many scientists have tried to uncover it in their writings. For example, A.L. Umansky defines leadership as one of the components of a block of common qualities of the socio-psychological structure of a group, which naturally arises with the development of the group as a collective. In his works, Alexander Lvovich also defined leadership as a phenomenon reflecting the differentiation of group members according to their degree of influence on the group as a whole ^[5].

S.V. Bobryshev reflected his ideas of leadership in his works: "a multifaceted socio-psychological phenomenon reflecting the degree of social-role, emotional-volitional and behavioral mutual acceptance of the leader's group, as well as the mechanisms of mutual regulation of the relationship between them" ^[4].

Another definition is given by A.V. Malinovsky in his writings, he presents leadership as the ability to influence individuals and groups of people in order to awaken them to work towards achieving a goal. ^[4]

In Russian social science, the topic of leadership has become relevant almost simultaneously with the beginning of the study of this phenomenon abroad. In the 1920s and 1930s, leadership was studied mainly by psychologists and mostly based on the material of children's groups (both organized and spontaneous). Most of the authors who wrote about the team at that time dealt with the problem of "leadership" in one way or another. Here we can mention the works of E. A. Arkin, D. B. Elkonin, A. S. Zaluzhny, P. P. Blonsky, S. S. Molozhavy, M.P.Feofanov, B. V. Belyaev, N. N. Korganov, I. Rudchenko and others. They discussed the role and function of leaders in the children's collective, the factors of the child's promotion to leaders, the types of leaders, etc. The works of that time were largely descriptive and bear the imprint of the socio-political situation in the country in those years.

In the 1950s, the formation of school leaders in Russia had its own peculiarities related to the socio-political realities of the time. During this period, the views on leadership of L.S. Vygotsky, A. Leontiev, A.N. Lutoshkin and A. Zaporozhets became fundamental. At that time, school leaders were formed in conditions of strict ideological orientation, which was reflected in the education and upbringing system. One of the main tools for forming school leaders in the 1950s was working with youth organizations such as pioneer detachments and the Komsomol. Students who were active and committed to the ideas of communism could occupy leadership positions in these organizations, which contributed to the development of their leadership skills. The formation of a school leader in the 1950s also took place through participation in various social events dedicated to holidays and commemorations, as well as through participation in sports competitions. Students who showed initiative and organizational skills could stand out among their peers and take a leading position in the team. In addition, an important aspect of the formation of a school leader in the 1950s was the role of teachers and school leaders who guided students on the path of leadership development, promoted collectivism, camaraderie and devotion to the ideals of communism ^[1].

Thus, the formation of a school leader in the 1950s in Russia was closely linked to the ideological principles of the time, active educational work in youth organizations and support from teachers. This period had a significant impact on the formation of students' leadership qualities and determined the specifics of the development of school leadership during that period.

Russian social science returned to the study of the problem of leadership only in the 1960s. During this period, a large number of works appeared on the problem of the relationship between leadership and leadership. There have been repeated attempts to clarify and contrast these concepts. In the 1960s, significant social and political changes took place in the Soviet Union, which had an impact on the development of leadership. During this period, there was a noticeable shift in emphasis in Russia from the traditional authoritarian leadership model to a more flexible and collective one. Also in the 1960s, Russia underwent changes in the economy and industry, which required a new approach to management and leadership. This led to the development of new leadership theories that emphasized the importance of collective leadership, employee participation in the decision-making process, and developing the potential of each team member.

When considering leadership, it is necessary to take into account different approaches and schools of leadership in the main stages of its formation.:

1. 1. Leningradsko-Peterburgskaya — E. S. Kuzmina (1967).
2. 2. Leningradsko-Peterburgskaya — B. D. Parygina (1973).
3. 3. Kursko-Kostromskaya — L. I. Umaisky (1972).
4. 4. Moskovskaya — A. V. Petrovsky (1980).
5. 5. Moskovskaya — R. L. Krichevsky (1977).

In the 60s of the twentieth century, the Leningrad-Petersburg School was engaged in the study of leadership, which is one of the most numerous well-known names in social psychology: P. V. Bakhareva, T. V. Bendas, I. P. Volkov, N. V. Grishina, Yu. N. Yemelyanov, A. A. Ershov, A. I. Zakharov, A. II. Kapustina, 3. A. Linkova, O. S. Mikhalyuk, S. S. Mikheeva, V. N. Panferov, L. G. Pochebut, A. A. Rusalinova, A. L. Sventsitsky, V. E. Semenov, N. F. Fedotova, V. A. Chiker, E. S. Chugunova, A. Y. Shalyto, N. Y. Khryashcheva and others.

Thus, the 1960s were marked in Russia by a transition from the traditional authoritarian model of leadership to more flexible and collective approaches, as well as a strengthening understanding that leadership can manifest itself not only in politics, but also in other spheres of life, such as science, industry and culture.

Within this area, one can observe a harmonious combination of foreign and domestic achievements. The previously existing distance from foreign leadership studies was overcome: theories and experimental facts were analyzed and adapted to domestic conditions, in addition, work was carried out to adapt foreign and create domestic methods and techniques for studying leadership. As a result of this activity, Soviet researchers had a rich methodological arsenal: sociometry, interviews, observation, various scales, and F.'s methodology. Fiedler; personality questionnaires and tests, content analysis, GOAL (group personality assessment), experimental homeostatic method (also used in the research laboratories of F. D. Gorbov and N. N. Obozov); active methods of training leaders and supervisors were developed.

The theoretical aspects of leadership were also specified, for example: leadership began to be considered as a function of the group; an approach to leadership was formulated from the perspective of the group's level of development; various group structures represented by leadership and leadership processes, as well as systems of vertical and horizontal relationships related to these processes, were identified; criteria for the effectiveness of management of the production team were developed.

Research on the topic of leadership continues in the 70s of the Kursk-Kostroma school. This trend in Russian leadership is primarily associated with the name of L. I. Umansky. For many years, his students and followers were A. S. Chernyshev; Lunev Yu. A., Sarychev S. V., A. N. Lutoshkin, E. M. Zaitseva, Kryukova T. L., I. N. Logvinov, and others. At the same time, representatives of the Moscow School, R. L. Krichevsky, E. M. Dubovskaya, I. B. Antonova, S. V. Kovalev, M. M. Ryzhak, and others have been working on leadership development. They developed the concept of leadership as a value exchange between a leader and a group; made a generalization of foreign works relevant for that period; leadership was studied in groups of schoolchildren, students, and sports teams; the phenomenology of leadership was expanded; leadership mechanisms (in particular, identification with the leader) were studied; differentiation factors were studied; personal determinants were studied, etc. P.

All these activities are primarily related to the fact that in the 1970s significant changes in the political, economic and social spheres were noticeable in the Soviet Union, which also influenced the development of leadership. During this period, a gradual development of a more collective and collegial approach to government began, which also influenced the leadership model. In the economic sphere in the 1970s, the Soviet Union underwent changes related to increased economic planning and management. This required new leadership skills and qualities, including the ability to make decisions in a rapidly changing environment. Social movements and civic engagement have intensified in the social sphere, which has also had an impact on the formation of leaders. Leaders had to take into account the interests of various social groups, as well as be able to mobilize people to achieve common goals.

Thus, the 1970s in Russia were marked by changes in the political, economic and social spheres, which also influenced the development of leadership models. At that time, new management approaches began to take shape, reflecting the collective and collegial nature of decision-making, as well as requiring new skills and qualities from leaders.

Later, supporters of the Moscow School continued their work on leadership studies as early as the 1980s, of which A.V. Petrovsky is a prominent representative. In his writings, he proposed a theoretical topological model of the activity mediation of leadership traits, which allowed for a new look at the old problem - the "personality of the leader" ^[3]. According to the model, for each type of group there was a certain set of personal characteristics that are important for the leader or leader of this group ^[3].

The 1980s in Russia were a period of significant changes in the education system, which also affected the formation of school leaders. At that time, school self-government was actively developing in schools, which became one of the main tools for developing students' leadership skills. School leaders of the 1980s in Russia were often formed through participation in school self-governing bodies such as school councils, student self-government committees, and others. Students who were active and proactive could take leadership positions in these bodies, which contributed to the development of their leadership skills, as well as important related skills: responsibility, teamwork, leadership skills, etc.. The formation of a school leader in the 1980s also took place through participation in various social events, volunteer work, sports competitions and other events where students could demonstrate their organizational abilities, communication skills and the ability to mobilize peers to achieve common goals. In addition, an important aspect of the formation of a school leader in the 1980s was the role of teachers and school leaders who stimulated and supported the development of students' leadership skills, created conditions for self-realization and the manifestation of leadership abilities.

In the mid-80s of the 20th century, important changes took place in the Russian history of leadership studies, reflecting democratic and economic transformations in society. This is due to the lifting of an unspoken ban on certain topics and concepts, namely research on political leaders, ethnic differences between leaders and leaders, etc. This period is marked by a revision of some concepts and the study of poorly developed topics begins, as a result of which leadership research has acquired certain features over the past decade and a half.:

- quantitative increase in work on the problem;

- the emergence of branches of leadership study: political, organizational, sports, educational, family;

- the transition from harsh criticism to a serious analysis of the achievements of foreign science;

- revision of the concept of leadership and the emergence of new terms related to it;

- development of the age-related aspect of leadership;

- the emergence of new concepts;

- formation of a gender-based approach to leadership;

- conducting the first cross-cultural leadership studies;

- the emergence of interdisciplinarity in leadership development ^[3].

Thus, the formation of a school leader in the 1980s in Russia was associated with active participation in school self-government, social activities, as well as support from teachers and heads of educational institutions. This period was a time of formation of a new generation of leaders who were able to apply their skills and experience in various spheres of public life.

In the last decade of the twentieth century in Russia, the formation of school leaders took place in the context of fundamental changes in society and the education system. This period was marked by the destruction of Soviet ideology, the collapse of the Soviet Union, and the transition to a market economy. In this regard, the formation of a school leader has acquired new features. In the 1990s, the emphasis in the formation of school leaders began to be on the development of personal qualities, independence and entrepreneurial skills. School leaders began to be perceived not only as performers of ideological tasks, but also as active participants in public life, able to make decisions and influence others. One of the important factors in the formation of a school leader in the 1990s was the active development of public organizations, clubs, student and school governments. Students had the opportunity to show their initiative and leadership skills through participation in various projects, events and social activities. Another important aspect of the formation of a school leader in the 1990s was the role of teachers as mentors and support for students. Teachers began to actively develop methods of working with students aimed at developing leadership skills, independent thinking and responsibility. In addition, school curricula have begun to pay more attention to the development of social skills, communication, conflict management and psychological training. This allowed students to develop leadership skills, teamwork, decision-making, and conflict resolution. All these aspects gave the main impetus to the development of modern leadership among schoolchildren, which it currently is.

Thus, the formation of a school leader in the 1990s in Russia was associated with the active development of public life, strengthening the role of educational institutions in the formation of leadership qualities of students and changing priorities in the educational system. This period had a significant impact on the development of school leadership and formed a new approach to the formation of leadership qualities of students.

Most Russian leadership studies of the 21st century are characterized by considering the phenomenon in the context of joint group activities, so researchers focus not just on "situations", but on specific tasks in which certain members of the group can demonstrate their organizational ability to solve tasks. The difference between a leader and other members of a group is not in the presence of special features, but in the presence of a higher level of influence.

An example is the concept of value exchange developed by R. L. Krichevsky as a mechanism for promoting leadership, although this idea itself was previously developed in social psychology. The leader is considered to be the one in whom those qualities that are especially significant for group activity, i.e. which are valuable for the 5th group, are presented in the most complete form. Thus, in the course of interaction, a member of the group is promoted to a leadership position, with whom the group is identified, as it were, because he embodies its values more fully than others. That is why he has the greatest influence ^[2]. Currently, the question of the effectiveness of pedagogical guidance, support and support for children's leadership is of great interest. Specific situations and pedagogical technologies are being developed to facilitate the process of educating a leader. Many scientists, for example, T. E. Vezhevich, A. G. Zalevskaya, O. N. Kapirenkova, V. A. Pavlova, G. Sh. Tazhutdinova, A. L. Umansky and others, are working on the creation of methods and programs for the formation and development of child, adolescent and youth leadership.

The analysis made it possible to identify differences in approaches to the phenomenon under study, typical for both domestic and foreign researchers. The beginning of leadership studies is noted in the writings of ancient philosophers, who focus on the characters of famous figures in the historical process. Subsequently, the work of Western theorists became the basis for considering the phenomenon of leadership through the prism of personality and through situational analysis of the process of implementing their activities. The interactionist approach allowed us to combine both areas of research.

Leadership is a truly complex social phenomenon. The development of this area is relevant in this period of time. Society and its dynamics present new challenges and create new and new demands for a true leader. The ability to manage a group, interact with each of its members, take responsibility, and lead the team to its goal can currently be called art. Leadership issues are key to achieving effective work organization. On the one hand, leadership is considered as the presence of a certain set of qualities attributed to those who successfully influence or influence others, on the other hand, leadership is a process of predominantly non–forceful influence in the direction of achieving a group's goals. Leadership is a specific type of managerial interaction based on the most effective combination of various sources of power and aimed at encouraging people to achieve common goals.