ACADEMIC TEXTS REPOSITORY

Summary

The article explores the transformation of the professional functions of school principals in the context of the full-scale war in Ukraine. It demonstrates that the war has introduced qualitatively new management challenges, requiring principals to develop additional competencies in crisis management, safety planning, psychological support, strategic vision, and digital adaptability. Based on a regional monitoring study conducted among 143 principals of general secondary education institutions in the Mykolaiv region, the paper outlines the most pressing educational needs related to performing professional functions in accordance with the Professional Standard for School Leaders. The analysis highlights a strong demand for competencies in strategic management, quality assurance, innovation implementation, and flexible decision-making under conditions of uncertainty. The study also indicates that motivation for professional development is not diminished; on the contrary, it is reinforced in crisis settings, driven by a combination of internal and external factors. Preferences of school leaders regarding training formats and teaching methods are identified, with a clear emphasis on distance and blended learning, active and practice-oriented methods, mentoring, tutoring, and team-based learning. Based on the collected data, a conceptual framework for a 30-hour professional development program tailored to wartime conditions is proposed. The article emphasizes the need to reorient the system of in-service education to support leadership competencies that enhance institutional resilience, adaptability, and capacity for recovery during crises.