Педагогический
ИМИДЖ Научно-практический журнал Pedagogical
IMAGE Scientific and Practical Journal

Peculiarities of Interrelations in the Structure of Leadership Competence of Students Mastering Helping Professions

Author(s)

Elena A. Sukneva, Senior Lecturer, https://orcid.org/0000-0001-6302-7559, AuthorID: 1016629,

Faculty of Psychology, Irkutsk State University

1 Karl Marks St, Irkutsk, 664003, Russia, tel: +7 (3952) 202349, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The purpose of the article is to construct a component model of leadership competence for future helping professionals and to evaluate the correlation relationships between its components both in a universal form (for future helping professionals in general) and from the perspective of specific features of students mastering different helping professions. The lack of this model prevents us from fully assessing and effectively developing students’ leadership competence during their training in helping professions, posing a significant challenge for modern education in preparing a large portion of specialists. The article presents the results of a study of correlations in the structure of leadership competence of three groups of students (future psychologists, social workers and doctors) based on a component approach to this competence.

Materials and Methods. The sample consisted of 120 students studying to become psychologists, social workers and doctors. The following psychodiagnostic methods were used: 1) the ITO method by L.N. Sobchik; 2) the methodology for determining leadership qualities by V.V. Travin; 3) the questionnaire “Servant Leadership” (SLQ) by R. Liden; 4) the dispositional stability scale DRS-15 (P. Bartone); 5) the “I am a leader” method by A.N. Lutoshkin; 6) the method for assessing the leadership style by R. Bales.

Results. The hypothesis was proven that the connections between the components and parameters of the leadership competence for future helping professionals can be both universal and specific. Based on the three identified components of leadership competence, they were filled with content corresponding to the professional tasks of helping professionals. Three correlations are specific to future psychologists: between emotional healing skills and socio-emotional leadership style (r=0.39, р≤0.05), between focus on human rights and opportunities and supportive skills (r=0.36, р≤0.05), and between focus on human rights and opportunities and socio-emotional leadership style (r=0.58, р≤0.01). Only one correlation was found to be specific to future social workers: between the creation of prosocial values and attention to people (r=0.51, р≤0.01). Three specific correlations were found among future doctors: between the business style of leadership and influence on others (r=0.34, р≤0.05), between the business style of leadership and the use of power (r=0.39, р≤0.05), and between cognitive control over their state when interacting with people and influence on others (r=0.48, р≤0.01).

Discussion and Conclusion. The following should be considered core parameters in the structure of leadership competence for future helping professionals: the ability to put others first, support skills, socio-emotional leadership style, creativity, emotional involvement, extroversion. Future psychologists have the parameters “emotional healing” and “focus on human rights and opportunities” in their correlation structure of leadership competence. The correlation between the creation of prosocial values and attention to people turned out to be specific to future social workers. All parameters of leadership competence in medical students included in the specific correlations meaningfully reflect their desire for influence, power, and psychological control.

Keywords: leadership, service leadership, leadership competence, leadership abilities, leadership qualities, leadership in helping profession

For citation: Sukneva E.A. Peculiarities of Interrelations in the Structure of Leadership Competence of Students Mastering Helping Professions. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp.444-461. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-444-461

DOI: 10.32343/2409-5052-2025-19-3-444-461

UDС: 159.922:378

The article was submitted to the editorial office on 21.07.2025, approved after review on 09.09.2025, and accepted for publication on 20.09.2025.

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The Development of Logical Thinking in Military Media Specialists for Professional Excellence

Author(s)

Vitaly M. Strugovets, Candidate of Sciences (Politics), Senior Lecturer at the Department of Information, SPIN-code of the RSCI 6817-5057, Prince Alexander Nevsky Military University of the Ministry of Defense of the Russian Federation, https://orcid.org/0009-0009-2399-0493,

14 B. Sadovaya St, Moscow, Russia, 123001, tel: +7 (495) 6990816, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The article presents the results of a study on the development of logical thinking in future specialists of the information support units of the Russian Armed Forces. The relevance of the problem addressed is proved as it is driven not only by professional activities but also by the intensifi cation of information confrontation with the collective West. As pedagogical innovations, examples of case studies aimed at developing components of logical thinking are provided, which are solved during practical sessions with future military media specialists.

Materials and Methods. Based on the analysis of scientifi c publications and the author’s personal experience, the special importance of logical thinking in media specialists as the main actors in shaping public opinion through the media is stated. This requires special attention to the development of the necessary competencies of media specialists for an objective analysis of actions, processes, documents and the logical presentation of this information in the media. The article reveals didactics and educational technologies for the development of logical thinking in future military media specialists. In the course of the research, the author used theoretical methods of cognition (analysis, synthesis, generalization) and applied (tabulation method, etc.). The scientific novelty of the research lies in the theoretical analysis of scientific material in the context of the problem of developing the logical thinking in military media specialists for their professional excellence.

Results. The practical signifi cance of the research consists in the development and implementation of methods for solving problems related to the development of logical thinking in future military media specialists, as well as in the potential for the proposed educational technologies to be used by other teachers and universities.

Keywords: logical thinking; military journalist/media specialist; professional activity, exercises with concepts

For citation: Strugovets V.M. The Development of Logical Thinking in Military Media Specialists for Professional Excellence. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp. 413-425. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-413-425

DOI: 10.32343/2409-5052-2025-19-3-413-425

UDС: 378.147

The article was submitted to the editorial offi ce on 22.03.2025, approved after review on 19.08.2025, and accepted for publication on 20.08.2025.

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Variability of the Content Characteristics of the Components of Students’ Professional Subjectivity at the Initial Stage of College Education

Author(s)

Irina S. Morozova, Doctor of Sciences (Psychology), Professor, Director of the Institute of Education, Head of the Department of Pedagogy and Psychology, https://orcid.org/0000-0002-0862-7225, AuthorID: 388103, Kemerovo State University

6 Krasnaya St, Kemerovo, 650000, Russia, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena V. Voronova, Educational Psychologist, https://orcid.org/0009-0007-0022-5161,  AuthorID: 1038893, Siberian College of Service and Technology

8A Kosmicheskaya St, Kemerovo, 650024, Russia, tel: +7 (3842) 289873, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The article discusses various approaches to defining the concept of “professional subjectivity of a student”. It analyzes the characteristics of professional subjectivity of university students and students of secondary vocational education. The components of professional subjectivity of secondary vocational education students are revealed. The article describes the content characteristics of the components of professional subjectivity of college students. The purpose of this study is to identify the variability of the content characteristics of the components of students’ professional subjectivity at the initial stage of college education.

Materials and Methods. The longitudinal study was conducted from 2024 to 2025 at Siberian College of Service and Technology. The study involved 26 students majoring in Design (by industry). The diagnostic tools used included the Life Orientation Test by D. Krambo and L. Makholik (adapted by D. A. Leontiev), the questionnaire “Motivation for Educational Activity” (modifi ed by N. Ts. Badmaeva), the questionnaire “Academic Motivation Scale”, the methodology “Communicative and Organizational Tendencies” (V. V. Sinyavsky, V. A. Fedoroshin), the test “Assessment of the Level of Sociability”, developed by V. F. Ryakhovsky. The results of the longitudinal study were analyzed using mathematical statistics.

Results. The variability of the content characteristics of the cognitive, motivational, reflexive regulatory, and communicative components of the professional subjectivity of design students in their first and second years of college education was analyzed. In their second year of college education, students significantly decrease their “overall life satisfaction” and “life goals” scores, which are components of the cognitive component of professional subjectivity. The motivational component is expressed through the following indicators: “amotivation”,

“avoidance motives”, “internalized motivation”, and “externalized motivation”. The “locus of control – “I” indicator determines the reflexive-regulatory component of professional subjectivity and tends to decrease in second-year students. In second-year design students, an increase in the “level of communication” indicator was observed, which constitutes the communicative component of the professional subjectivity of secondary vocational education students.

Discussion and Conclusion. Based on the results of a longitudinal study, students showed variability in the content characteristics of each component of professional subjectivity at the initial stage of professional training in college.

Keywords: professional subjectivity, variability of content characteristics, secondary vocational education student, design student, vocational training, college

For citation: Morozova I.S., Voronova E.V. Variability of the Content Characteristics of the Components of Students’ Professional Subjectivity at the Initial Stage of College Education. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp. 426-443. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-426-443

DOI: 10.32343/2409-5052-2025-19-3-426-443

UDС: 37.015.3

The article was submitted to the editorial offi ce on 21.07.2025, approved after review on 25.08.2025, and accepted for publication on 27.08.2025.

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Axiological Competence and Professional Experience of a Teacher: Prospects for Additional Education

Author(s)

Maksim A. Kostenko, Candidate of Sciences (Sociology), Associate Professor, Director, https://orcid.org/0009-0001-9682-9387, Author ID в РИНЦ: 113321, V. S.Lednev Institute of Content and Methods of Teaching

16 Zhukovsky St, Moscow, 101000, Russia, tel: +7 (495) 6213374, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Statement of the scientific problem. In the context of the priority task of strengthening the value foundations of the Russian school, the problem of increasing the potential of the personnel corps in the formation of traditional values of Russian culture in students is becoming relevant. Studying the professional experience of teachers in the formation of value orientations in students allows us to identify deficiencies, relevant aspects of the problem, components of axiological competence of teachers that are in demand in practice and to design the content of additional professional education. The purpose of the study is to analyze the professional experience of teachers in the formation of value orientations in schoolchildren and to determine on this basis the current directions for the development of the content, forms and methods of additional professional education.

Materials and Methods. Empirical studies conducted in 2025 in the form of a survey of teachers of general education organizations (17 regions of the Russian Federation, more than 5 thousand participants), as well as direct communication with the teaching audience during advanced training courses, other educational and scientific and practical events organized by the Federal State Budgetary Scientific Institution “Institute of Content and Methods of Teaching named after V.S. Lednev”.

The Results showed the high importance of teachers’ own pedagogical experience, which influences professional values, the demand for sharing experience with colleagues within the framework of additional professional education; a high need for the development and examination of their own experience of introducing schoolchildren to the values of Russian culture; insufficient confidence in the existing examples of their own and studied pedagogical experience, a deficit of socio-cultural, local history, ethno pedagogical practices for the formation of value orientations in schoolchildren. A conclusion is made about the need to design and maintain actual content of the value component of additional professional education of teachers, including pedagogical axiology, the value potential of academic subjects and an integrated module of humanitarian disciplines that reveals the values of Russian culture, the methods of their transmission to students. The practical significance lies in the possibility of applying the obtained results to the development of the content, forms and methods of additional professional education of school teachers, strengthening the value foundations of continuous pedagogical education.

Keywords: value orientations of schoolchildren, axiological competence of a teacher, professional experience of teachers, additional professional education, advanced training, values of Russian culture, general education organization, deficiencies in pedagogical experience

For citation: Kostenko M.A. Axiological Competence and Professional Experience of a Teacher: Prospects for Additional Education. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp.395-412. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-395-412

DOI: 10.32343/2409-5052-2025-19-3-395-412

UDС: 371.134

The article was submitted to the editorial office on 17.07.2025, approved after review on 06.09.2025, and accepted for publication on 08.09.2025.

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