The dissertation is devoted to the actual theme of education of adaptive leadership style of students of culture and arts schools. The essence of the notion of “adaptive leadership style of students of culture and arts schools”, understood as integrative personal formation of a future specialist of the educational level “junior specialist” of culture and arts school, which includes the motive of high achievements, strong will, knowledge in the field of leadership, professional knowledge, internalized universal, national, and aesthetic values, communication and organizational skills, developed creativity, the ability to manifest prestige of one’s personality, the use of adequate situation of the ways of managerial impact on the artistic team, its rallying the purpose of effective implementation of group tasks has been defined.
The foreign and national experience of educating an adaptive leadership style of students is summarized; the author’s methodology for diagnosing the level of education of an adaptive leadership style of students of culture and arts schools on the basis of valid criteria and indicators is developed.
The methodology for developing an adaptive leadership style of students of culture and arts schools as a set of procedures and ways to achieve the intended result is presented. It involves tools’ operating all components of the educational process, based on acmeological, axiological, anthropological, cultural, personal, activity, synergistic, systemic, situational civilizational approaches, characterized by algorithmetric, diagnostics, optimality and practicality.
The work highlights and justifies the pedagogical conditions for the implementation of the methodology for educating an adaptive leadership style of students of culture and the arts schools, namely: 1) formation of thereadiness of the subjects of the educational process in culture and arts schools to develop an adaptive leadership style of students; 2) filling of educational activities, programs of academic disciplines with Ukrainian, national, cultural, and patriotic content, emphasizing the decisive role of the leader in the state and cultural-creative processes; 3) creation of educating situations for various leadership styles approbation of culture and arts school student’s as an artistic team leader.
