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ACMEOLOGICAL ASPECT OF FORMATION OF LEADERSHIP COMPETENCE OF FUTURE OFFICERS IN THE WORLD SCIENTIFIC THOUGHT

The article examines the acmeological aspect of the formation of leadership competence of future officers, which was revealed by researchers from the United States of America, Great Britain, Australia, Portugal, Germany, and China. The influence of self-development, self-control, learning, memory, and motivation on the acmeological growth of an officer-leader is revealed.
Keywords: future officers, acmeological approach, professional training, leadership, competence, competence-based approach.

Voronin A. I., Zeleny I. I.
applicants of the third (educational and scientific) level of higher education,
H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

10.34142//2708-4809.SIUTY.2022.161

Effective development of leadership competence of future officers today is a necessary component of modern specialized training and formation of a highly qualified specialist, as well as his/her acmeological growth.

American researchers have considered such aspects of training as the development of practical skills, gaining experience and mastering leadership competence [1]. The formation of modern standards for the acquisition of practical skills requires the development of competencies – self-development, self-control, learning, memory. These competencies have positive dynamics, which is determined by the learning process and the perception of those who develop them.

A study of the influence of motivation, goals and abilities on the self-regulation of human activity (health, education, practical skills, self-development) was conducted in England [2]. The results of the study demonstrate the central role of motivation and self-regulation processes in achieving high results. Australian researchers have studied the impact of competencies on self-regulation and development [9]. Thus, leadership development requires the formation of social competence and self-regulation. The formation of leadership competence is positively influenced by academic achievements (math, literacy), while aggressive behavior, symptoms of depression, obesity, smoking, and physical illness have the opposite effect. In general, formed competencies can predict progress, interpersonal behavior, mental health, healthy lifestyle, as well as professional and personal achievements.

Australian researchers have studied motivation as a component of leadership competence and a key factor in its development [4]. Self-perception and self-determination are central to explaining human motivation. The possibilities of complex regulation and formation of intrinsic motivation (i.e., motivation to learn, experience, stimulation, and achievement of results) have also been shown.

The impact on academic performance and leadership competence has been studied by English and Australian researchers [7]. The formation of professional skills is influenced by self-esteem and human abilities. An analysis of variance was conducted and the relationship between abilities, self-esteem, academic performance, competencies, and emotional intelligence was examined. The relationship between academic performance and the formation of leadership competence is based on three mechanisms: regulation of academic emotions, building social relationships, and academic content.

The importance of leadership competence and self-efficacy in students’ academic performance has been studied by German scientists. Leadership competence, self-efficacy, and professional skills depend on the quality of teaching, acquired skills, and academic performance of future officers. The difficulty lies in the ambiguity of conceptualizing and evaluating teachers in the context of their competence, as well as in the lack of research on the links between leadership competence and student academic performance.

American researchers have studied the cultural significance and motivation of achievement [5]. The development of motivation is facilitated by the awareness of learning tasks and education and an autonomous learning environment.

It is assumed that it would be easier for future officers to learn if their teachers used meaningful and challenging practical tasks; actively involved them in decision-making; minimized social comparisons; used assessment methods based on criteria rather than norms; and used four key principles of motivation: meaningfulness, competence, autonomy, and interconnectedness.

The transformation of social and emotional learning was studied by American researchers. The transformation of the process of teaching self-improvement to future officers allows to instill the correct concepts of culture, identity, freedom, belonging and to form a set of basic competencies in academic, social and emotional learning, including personal growth (acmeological competence). The development of this competence ensures personal and professional development.

A team of researchers from China studied motivation and its relationship with other personal factors [6]. The influence of potential factors on the formation of leadership competence is observed, including different types of motivation, aspects of anxiety, stages of development of the future officer and cultural context. There is a moderate negative correlation between future officers’ motivation and anxiety. The correlation between anxiety and competence was stronger than its correlation with value beliefs. The magnitude of the effect was not affected by aspects of anxiety, stages of development of future officers, or cultural conditions.

The analysis of the impact of motivation on performance is described by Canadian researchers [8]. The influence of motivation on the performance of future officers is observed. In addition, motivation is related to the magnitude of achievement, which depends on the intensity and quality of training.

Portuguese researchers have studied motivation as a modern competence. There is a positive relationship between motivation and performance; motivation depends on learning methods and the ability to self-regulate. Modern digital tools have a positive impact on the motivation and leadership competence of future officers. Important factors in the formation and development of leadership competence are motivation and methods of its improvement, as well as proper goal setting (Camacho et al., 2021).

List of references

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