The influence of the transformational and transactional leadership style of the head of a general secondary education institution on the development of teachers' digital culture

This article examines the leadership styles of the head of a general secondary education institution in the field of digital transformation of education to determine their impact on the development of the digital culture of teachers. It is noted that in the modern educational environment, which is rapidly digitizing, the leadership style of the head of a general secondary education institution acquires new significance, because the head is a key figure in the process of forming and developing the digital culture of teachers. The qualities and competencies depending on the leadership style that a modern head of an educational institution must have to effectively manage the process of digital transformation are analyzed. According to observations and a questionnaire, it is described that it is the “digital” head who encourages teachers to experiment with new technologies, creates an atmosphere of trust and mutual support, where mistakes are viewed as an opportunity for learning. It is determined which strategies and approaches to the development of the digital culture of teachers are the most effective and how leaders with different leadership styles can support and stimulate teachers to constantly improve their skills in the field of digital technologies. It has been verified that regardless of the leadership style of the head of a secondary education institution, the support of teachers' professional growth occurs in the following ways: organizing courses, trainings and internships for teachers to improve their digital competence; encouraging teachers to actively use digital technologies in the educational process, identifying and encouraging their achievements; promoting the development of a mentoring system, where experienced teachers help their colleagues master new technologies and tools. The conclusion is formulated that the head of a general secondary education institution with a transformational leadership style contributes to a higher level of development of teachers' digital culture, compared to leaders with a transactional style