Pedagogical Mechanisms for Assessing and Enhancing School Leadership Capacity

This study explores pedagogical approaches for assessing and developing the leadership capacity of school administrators within Uzbekistan’s general secondary education system. Amid the modernization of education, the research identifies a gap in structured frameworks that align leadership training with contemporary management competencies. The investigation responds to the need for coordinated planning, diagnostic assessment, and competency-based leadership development. The research method involved a multi-phase pedagogical experiment conducted from 2021 to 2023 in collaboration with national teacher training centers. In the first phase, the existing management practices of school leaders were analyzed, while the second phase focused on designing and implementing a structural and organizational model grounded in theoretical and didactic principles. Data collection included surveys, interviews, and diagnostic tasks targeting professional and leadership competencies. Findings indicate a significant difference in managerial performance between participants exposed to a structured training model and those in control settings. The study provides evidence that targeted pedagogical interventions, when implemented in a phased and context-sensitive manner, contribute to measurable improvements in leadership capacity. The results emphasize the role of ongoing pedagogical development and theoretical validation in advancing the professional readiness of school administrators. These insights support the implementation of creative, informed, and context-aware leadership training within national education reforms.