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IntroductionThe article discusses empathic-participatory competency, which is one of the components of a teacher’s leadership competence as a social form of his/her activity, and based on interaction with students on the basis of partnership, mutual respect, tolerance, humanism, and teamwork. The purpose of the article is to describe the structure and contents of empathic-participatory competency and its impact on the structure of teacher’s leadership.
Materials and methods.The main research method is the analysis of regulatory documents and scientific literature on the problem of developing teacher’s leadership competence and its components, in particular empathic-participatory competency.
Results.Based on the analysis of the concepts of leadership, empathy, participativity, the article suggests the definition of empathic-participatory competency, describes its structure and contents, as well as the influence of its components on the teacher’s leadership competence.
Discussion.The research identifies and describes the impact of empathic-participatory competency on the leadership competence of an intended teacher.
ConclusionThe authors conclude that empathic-participatory competency ensures the development of teamwork skills, enables in ten-
ded teachers to establish positive relationships with the academic environment, to correctly assess their own and other people's abilities, and to takeresponsibility for the decisions made.
leadership competence, empathy, participativity, empathic-participatory competency, leadership activity
The analysis of theoretical foundations of empathic-participatory competency as a pedagogical phenomenon;
The categorical-conceptual apparatus reflecting the structure and contents of empathic-participatory competency;
The impact empathic-participatory competency on the teacher’s leadership competence.
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