New Perspectives in Science Education

This paper presents a theoretical analysis of teaching leadership within the system of secondary education in the Republic of Bulgaria, arguing for the need for targeted pedagogical strategies that integrate cognitive development, social-emotional learning, and values education in alignment with national educational priorities. Within the framework of contemporary regulatory provisions and the competency-based approach established by the Preschool and School Education Act, leadership is conceptualized as a transversal competence associated with civic engagement, social responsibility, and effective interaction within the community (European Parliament & Council of the European Union, 2018).

The paper argues that the effective development of leadership competencies requires experiential learning and project-oriented methods that provide authentic contexts for responsibility and decision-making (Kolb, 1984; Thomas, 2000). Cooperative learning models are emphasized as a way to democratize leadership roles and reduce inequalities in participation (Johnson & Johnson, 2013). Systematic reflection, structured ethical discussions, and mentoring are identified as key practices for fostering moral sensitivity and metacognitive awareness (Schön, 1983; Bandura, 1977). The integration of social-emotional learning further supports self-regulation, empathy, and responsible decision-making as core components of ethical leadership.

Particular attention is given to criterion-referenced assessment based on clearly defined indicators of leadership behavior and to the creation of a psychologically safe school environment where student voice is meaningful (Hattie, 2008; Spillane, 2012). Evidence suggests that clear success criteria and high-quality feedback enhance engagement, while distributed leadership perspectives promote shared responsibility and participatory culture.

In conclusion, implications are outlined for curriculum design, including the integration of leadership modules into compulsory and elective components of secondary education, as well as for assessment systems and school policies that expand opportunities for student participation and self-governance. The limitations of the theoretical analysis are acknowledged, and directions for future empirical research are proposed, particularly regarding the effectiveness of leadership education models and the impact of school climate on leadership competencies (CASEL, 2020).

Keywords: leadership; secondary education; experiential learning; social-emotional learning; ethics; distributed leadership

REFERENCES: 

[1] European Parliament & Council of the European Union. (2018). Council Recommendation on key competences for lifelong learning. OJ EU.

[2] Hattie, J. (2008). Visible Learning. Routledge.

[3] CASEL. (2020). CASEL’s SEL framework. Collaborative for Academic, Social, and Emotional Learning.