A SCIENTIFIC AND THEORETICAL ANALYSIS OF EMPATHY IN THE PROFESSIONAL ACTIVITIES OF PRESCHOOL EDUCATION LEADERS

Abstract

Abstract
This  article  presents  a  theoretical  analysis  of  empathy  as  a  professional  competence  of 
preschool education leaders, including kindergarten directors, deputy directors, and methodologists. 
Drawing on psychological, pedagogical, and management perspectives, the paper clarifies the concept 
of empathy, distinguishes its cognitive, affective, and behavioral components, and examines how each 
operates  in  the  daily  work  of  a  preschool  leader.  Particular  attention  is  paid  to  relationships  with 
teaching staff, parents, and the wider community, as well as to conflict resolution and the organizational 
climate that leaders foster to support children's development. The paper also discusses common barriers 
to empathic leadership and proposes a conceptual model for developing empathy through professional 
training, reflective practice, and organizational support. The analysis demonstrates that empathy is not 
merely an additional interpersonal skill but a core mechanism linking leadership decisions to the quality 
of early childhood education