Keyword: «rural school»

At present, the issue of finding leaders and creating conditions for the development of leadership in children's organizations is of great social significance. The Russian movement of schoolchildren undertakes this task as the central one in its activity. In our work, we focus on the development of leadership qualities of rural schoolchildren, since this problem has not been the subject of systematic research. The aim of the work is to study the peculiarities of the development of leadership qualities of rural young people when they join the Russian movement of schoolchildren. Diagnostic tools used to study the formation of leadership qualities: a method of studying leadership abilities (Zharikov, Krushelnitskiy), a test questionnaire of achievement motivation by Mehrabian, the method “I am a leader” by Fedorov and Eremin, Hall's methodology «Emotional intelligence», methods for studying the communicative and organizational inclinations of senior students. It is important to correlate the activity of senior schoolchildren, their desire to develop their leadership potential with socially significant types of activities, in which they are included within the Russian movement of schoolchildren, with the priority tasks facing the specific settlement where they live. The leadership potential of high school students is considered as a set of abilities and personal qualities that manifest themselves in situations of interaction in a group and allow them to become leaders. The theoretical significance of the work lies in the fact that it identifies conditions that contribute to the development of the leadership potential of high school students – examination of the social, age, psychological characteristics of this category of students; psychological and pedagogical support in the development of leadership qualities provided by mentors for senior students; introduction of innovative technologies for the development of leadership qualities; inclusion of students in real situations where they can take a leadership position. The practical significance lies in the development of the «School of the Leader – Mentor» program, which has been successfully tested. In the course of its implementation, the following forms and methods have shown their effectiveness: discussions, business and role-playing games, designing, trainings, leadership competitions, playing situations, meeting with reputable people – leaders in their fields, self-presentation, etc. Achieved results (indications of the implemented program effectiveness): high school students learned to apply leadership theory to practice; tried themselves as leaders of youth public associations; mastered the methods of involving other students in the activities of the Russian movement of schoolchildren.

The article describes the practice of digital transformation of a rural school on the example of the activities of the Kyllakh secondary school of the Olekminsky district of the Republic of Sakha (Yakutia). Thus, the applied experience of maximizing the managerial resource for the digitalization of the activities of the provincial school is subjected to reflection.

The article presents the experience of organizing project activities in the educational environment of a rural school. The definition of the concept of self-realization is given, the possibilities that project activities reveal for students and teachers are described, the experience of the implementation of the project for the installation of a commemorative roadside stele in honor of the warrior-fellow countryman Foma Danilov, who died during the mutiny in Kokand in 1875, is presented.

The relevance of the study is determined by the need to create effective conditions for the full personal, intellectual, and social development of students in modern schools. This problem is particularly significant in rural educational institutions, which functioning is complicated by small number of students in class, limited material and technical resources, and a shortage of qualified teaching and psychological-pedagogical staff. These factors significantly complicate the organization of the educational process and require teachers to be highly professional and ready to provide psychological and pedagogical support to students. The aim of the article is to develop a model for the organization of psychological and pedagogical support for students in grades 5-9 of rural schools focused on improving the quality of education in rural schools through a rational distribution of functions among teachers, and the development of their psychological and pedagogical competence in conditions of personnel and resource shortages. The methodological foundation of the study comprises systemic activity-oriented, functional, and personality-oriented approaches, allowing us to consider psychological and pedagogical support as an integrated, manageable system. The main result of the study is the development and justification of the author's original model for organizing psychological and pedagogical support for students in grades 5–9 of rural schools, which includes methodological, motivational and goal-oriented content as well as activity-oriented, and result assessment blocks. The article defines the goals, objectives, and principles of psychological and pedagogical support, as well as the main activities of specialists involved in this process. The authors reveal the theoretical and practical aspects of organizing support and clarify the concepts of “management of psychological and pedagogical support” and “model of organization of psychological and pedagogical support”. The theoretical significance of the work lies in the development of the provisions of the theory of pedagogical management in terms of managing psychological and pedagogical support for students in rural schools. The practical significance lies in the possibility of using the proposed model in the activities of rural educational organizations to improve the effectiveness of support and the quality of the educational process.