Educational leadership depends on the development and compliance with criteria that directly contribute to strengthening quality in education, such as: quality planning, clarity of objectives, motivation and participation of stakeholders, rational use of resources and educational elements. This represents a new methodology for a global, optimal, strategic approach to activity in education and a set of principles and functions, norms, and forms of management that, in turn, ensure the achievement of objectives. Leadership can be understood as a process of influence based on clear values and beliefs that leads to the vision of a school representing an ideal state projected into the future and that outlines and directs a possible development of the institution. Educational institutions’ quality standards cover the entire system of school activity and are formulations of objectives that define what stakeholders need to know and undertake within the educational system. The purpose of standardization is to increase quality in education, ensure the same level of education for all children, and equalize the performance level of educational institutions within the national educational system. Thus, managing correctly and efficiently educational leadership can directly lead to achieving the goal and developing the principles of quality standards development.
Noor Sultan (Wed,) studied this question.