THE IMPACT OF A LEADER'S EMOTIONAL INTELLIGENCE ON THE MANAGEMENT OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATIONAL ORGANIZATIONS

This article examines the impact of the emotional intelligence of the organization's leader on the management of an inclusive educational environment in preschool educational organizations based on an analysis of scientific literature. The relevance of the study is that the implementation of inclusive education is often viewed as a resource or regulatory issue, while foreign studies indicate the personal-psychological, in particular, emotional competence of the leader as one of the main factors determining the success of inclusive practice. Although the general positive attitude of leaders towards inclusion is widespread, this attitude is often implemented without sufficient emotional preparation, as a result of which leaders suffer from a lack of methodological and emotional support. The four components of emotional intelligence — self-awareness, self-management, social sensitivity and relationship management — are relevant to the management of inclusive education.