ACMEОLOGICAL POTENTIALS OF LEADERSHIP ACTIVITIES IN THE DEVELOPMENT OF INCLUSIVE EDUCATION
Keywords:
acmeology, inclusive education, school leadership, professional maturity, self-development, reflective management, educational transformation, leadership potential.Abstract
The development of inclusive education requires school leaders to demonstrate not only administrative competence but also a high level of professional maturity, self-development and the ability to initiate institutional transformation. From this perspective, the acmeological approach provides important theoretical and practical opportunities for improving leadership activities. This paper explores the acmeological potential of school leadership in advancing inclusive education, focusing on professional self-improvement, reflective management, creative problem-solving and the development of an inclusive institutional environment. Drawing on scientific research from CIS countries, the paper proposes an acmeological framework for strengthening the professional capacity of school leaders and ensuring the sustainable development of inclusive educational practices.
References
1. Sadova, E. M. (2016). Возможности инклюзивного образования в формировании управленческой компетентности руководителя школы-интерната. Научно-методический электронный журнал «Концепт», 11, 836–840.
2. Развитие акмеологической компетентности руководителей общеобразовательных учреждений. Диссертационное исследование.
3. Normurodova, A. (2026). The Role and Significance of the Acmeological Approach in the Managerial Activity of School Principals. Maktabgacha va maktab ta’limi, DOI: 10.5281/zenodo.19826492.
4. Волосникова, Л. М., et al. (2024). Позиции лидеров – директоров инклюзивных школ: зарубежный дискурс. Социальная психология и общество, 15(1).
5. Scheer, D. (2021). Integrated framework model for the leadership role of principals in inclusive education. European Journal of Education, 56(4), 660–680. https://doi.org/10.1111/ejed.12480
