The article examines the strategic planning competence of general education school principals from a scientific and theoretical perspective. The author scientifically substantiates the main criteria distinguishing strategic planning from operational and tactical processes, and systematizes six structural components of this competence (motivational-value, cognitive-theoretical, analytical-prognostic, operational-technological, communicative-collaborative, and reflective-evaluative). Furthermore, indicators for the practical manifestation of each component have been developed, and a three-level (reproductive, adaptive, and creative-strategic) matrix for assessing a leader’s competence has been proposed. According to the research findings, seven interrelated mechanisms for developing this competence and a four-stage model for their practical implementation have been substantiated. The proposed approaches and models are of considerable practical significance for the system of training school leaders and enhancing their professional qualifications.
The School Principal’s Strategic Planning Competence: Content, Structure, And Development Mechanisms
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