XUSUSIY MAKTABLARDA O‘QUVCHILARDA LIDERLIK KOMPETENTSIYASINI SHAKLLANTIRISH: IB, MONTESSORI VA STEM MODELLARINI QIYOSIY TAHLILI

Abstract

Annotatsiya: Ushbu maqolada xususiy maktablarda o‘quvchilarda yetakchilik (liderlik) kompetentsiyasini shakllantirishning zamonaviy pedagogik yondashuvlari  Xalqaro bakalavriat (International Baccalaureate, IB), Montessori va STEM ta’lim modellari misolida qiyosiy tahlil qilinadi. Tadqiqotning dolzarbligi shundan iboratki, XXI asr ta’lim sifatiga qo‘yilayotgan talablar nafaqat fanviy bilimlarni, balki tashabbuskorlik, mustaqil qaror qabul qilish, jamoada samarali ishlash, muloqot va mas’uliyatni o‘z zimmasiga olish kabi yetakchilik ko‘nikmalarini ham izchil rivojlantirishni taqozo etadi. Maqolada har bir modelning falsafiy-nazariy asoslari, pedagogik mexanizmlari va ularning o‘quvchida liderlik kompetentsiyasini shakllantirishga ta’siri ilmiy adabiyotlar tahlili asosida yoritiladi hamda qiyosiy jadval vositasida umumlashtiriladi. Shuningdek, O‘zbekiston Respublikasida xususiy ta’lim tizimini rivojlantirishga oid me’yoriy-huquqiy hujjatlar kontekstida mazkur modellarning mahalliy sharoitga moslashtirish imkoniyatlari ko‘rib chiqiladi. Tadqiqot natijalari xususiy maktab rahbarlari, o‘qituvchilar, o‘quv dasturlari ishlab chiquvchilari va ta’lim menejerlari uchun amaliy ahamiyatga ega.

Abstract: This article presents a comparative analysis of contemporary pedagogical approaches to the formation of leadership competency among students in private schools, focusing on the International Baccalaureate (IB), Montessori, and STEM educational models. The relevance of the study lies in the fact that twenty-first-century educational standards increasingly demand not only subject-based knowledge but also the consistent development of leadership skills such as initiative, independent decision-making, effective teamwork, communication, and responsibility. Based on an analysis of theoretical and empirical literature, the article reveals the philosophical foundations and pedagogical mechanisms of each model and their influence on the formation of students’ leadership competency, summarizing the findings in a comparative table. The possibilities of adapting these models to local conditions are also examined in the context of regulatory documents on the development of private education in the Republic of Uzbekistan. The results are of practical value for private school administrators, teachers, curriculum developers, and education managers.