A Comparative Analysis of Professional Development of Preschool Education Leaders in the Education Systems of Finland, South Korea and Uzbekistan

The article presents a comparative analysis of the systems for preparing and developing the professional competence of preschool education leaders in Finland, the Republic of Korea and Uzbekistan. Using Bereday’s four-stage comparative method and documentary analysis of legislation, government decrees, international reports and peer-reviewed studies, the study compares entry qualifications, pre-service leadership training, in-service professional development, its frequency and providers, and the conceptual basis of leadership. In Finland, from 2030 the director of a day-care centre must hold the qualification of an early childhood education teacher or social pedagogue, at least a Master of Education degree and sufficient leadership skills, while providers are legally obliged to ensure, (CC monitor and evaluate staff continuing training. In Korea, heads of BY) license kindergartens and child care centres must obtain a state qualification b certificate, and child care centre principals take legally prescribed off-the-job y/4.0/) continuing education, including pre-service training of 80 hours. In Uzbekistan, since 2025 preschool directors complete off-the-job management courses of at least 144 hours once every five years, and only holders of a management certificate are appointed from a reserve of candidates; the target is 4,000 certified directors by 2030. The study concludes that Uzbekistan has built a centralised certification-based model and recommends strengthening it with pedagogical leadership content, peer mentoring and evaluation of training effectiveness.