Group coaching and training as tools for developing team interaction and leadership skills in high school students

Abstract

The experience of general secondary education demonstrates that traditional pedagogical methods are not effective enough for the development of complex integrated qualities, such as leadership abilities, teamwork skills and the ability to make independent decisions. It necessitates the introduction of innovative educational approaches, in particular coaching and training technologies. Aim. This article aimed to determine the effectiveness of training methods and coaching in developing leadership qualities and enhancing team interaction among young people. The study employed a combination of empirical and theoretical methods, including analysis of scientific literature, synthesis of the obtained data, surveying of experimental participants, comparative analysis of indicators, and generalization. The results of the study showed that the effectiveness of the process of developing leadership skills and team interaction in students depends on compliance with key psychological and pedagogical conditions, in particular, the creation of a safe and supportive educational environment, the implementation of a personally oriented approach, the active involvement of students in group activities, the development of self-reflection, as well as the use of methods that stimulate initiative, responsibility and critical thinking. Having considered the individual characteristics of coaching and training as effective pedagogical technologies that contribute to the development of leadership potential, their main differences and standard features were summarized to facilitate a better understanding of the specifics of each approach. It was found that trainings are based mainly on modeling skills and behavioral strategies that are demonstrated by a central figure (coach, tutor, teacher). Instead, coaching is focused on partnership interaction, creating an atmosphere of trust and support, where each participant feels their significance and is motivated for personal development. As a result of empirical testing of the effectiveness of implementing group coaching and training among students in grades 9-11 and applicants for professional pre-higher education, it was found that these approaches have a positive impact on both groups; however, the nature of the dynamics of the development of leadership qualities and team interaction is somewhat different. The conclusions indicate that group coaching and training are effective methods of socio-psychological support, but they differ in the content and structure of their influence. The results of the pedagogical experiment confirmed the effectiveness of using coaching and training technologies in working with high school students and applicants for professional pre-higher education. We consider the development of comprehensive programs that integrate coaching with other innovative methods of personality development to be a promising direction for further research.