The article considers the problem of the development of soft skills of teachers of Physics and Mathematics in higher educational institutions in the process of certification training in the system of postgraduate pedagogical education of Ukraine. The experience of foreign countries on the relevant teachers’ course training has been analyzed, the essence and significance of such soft skills as sociability, creativity, empathy for the professional development of teachers of Physics and Mathematics in higher educational institutions in the process of certification training has been characterized. The state of these skills development in teachers of Physics and Mathematics was studied, the average level of the development these skills has been stated. The possibilities of the soft skills development were determined, the four-stage process of their transition from unconscious incompetence to unconscious competence in the system of postgraduate education was substantiated. The principles, forms, methods, technologies of the development of soft skills in the system of certification training of teachers of Physics and Mathematics were discussed with the emphasis placed on the role of heuristic methods and forms, creative technologies of the soft skills development.

The article aims to identify the level of readiness among the leading and teaching staff to develop students’ sociocultural competence in the inclusive learning environment. The survey of 626 respondents, projective technique, essays, and expert evaluation of in-class and out-class activities revealed a low level of readiness among the leading and teaching staff. They have to improve their work to develop students’ sociocultural competence after analysing the inclusive learning environment.

The study is aimed at finding the varieties of appealing spheres for realization of students’ potential in higher school. The authors substantiate and develop the concept of attractors for students’ self-realization, which designate the appealing spheres and forms of manifestation of students’ personal efforts and capacities in higher education. The methods of conceptual-applied reconstruction and psychological surveys are used to determine the attractive space for students’ self-development. The study identifies a group of potentially attractive spheres (learning-cognitive, research, sports-wellness, volunteer, artistic-creative, innovative-entrepreneurial, information-media, social-civic, sphere of cross-cultural communication). The study presents the results of diagnosing the subjective significance of these spheres for students of different specialties and different levels of self-realization in education. The conclusion is made about the tendency of influence of students’ involvement in attractive spheres on the success of their self-realization in educational environment. The prospects of applying and operating the category of attractors as socio-cultural predictors of successful self-realization and psychological well-being of students in the process of University training are shown.

In terms of social diversity and great attention paid to the problems of people social adaptation, who have disabilities and/or invalidity, and those, who don't have them, increases the significance of students' social-cultural competence. The aim: the model of inclusive educational environment of a higher educational establishment substantiation and description. The model, which is directed toward social-cultural competence development among all categories of students, as one of the inclusion introduction factors. Research methods: overview-analytical method; questionnaire survey among the subjects of educational process, experts examination of educational activity; inclusive educational environment modeling; quantitative analysis of results. Social-cultural competence is presented by a multi-level integrative personal characteristic, which allows organizing communication on the basis of social-cultural interaction. It includes social, personal and activity-based readiness of the subjects for interaction in terms of inclusion and is presented as a range of content-conceptual, behavioral and reflexiveestimating components. The sufficient level of subjects' readiness to accept inclusion was revealed and it was taken into account during the model of inclusive educational environment creation as the factor of students' social-cultural competence development. The author's model is presented by interconnected components: target, contensive, organizational-technological and correctional-regulating. Perspective directions of the model realization were substantiated: social-educational, resource and moderation. Carried out research broadens the range of scientific research works in the context of students' socialcultural competence development problem and also gives new opportunities for effective inclusive educational practices creation and introduction.

The purpose of this article is to present the characteristics, content and logic of the development of an innovative managerial style among the directors of educational lyceums in modern Russia. The study reveals the specific features of this management style, which in general boils down to manager’s ability to promote the educational space of the Lyceum to the state of a dynamically developing system that responding to modern requirements for training specialists of innovative economies. As a key criterion for the development of an innovative managerial style, the authors considered the ability of a manager to make a personal contribution to instilling innovation. This criterion made it possible to identify the growth levels of the innovative style of managing the lyceum (reproductive, adaptive, locally-modeling, system-modeling, innovative-creative). The study developed a model for providing innovative managerial activities of the lyceum’s director, which is aimed at the formation of constructive leadership potential and a dynamic "Self-concept" of management. The logic of an innovative managerial style formation is revealed, which consists of three stages: the reflective stage, the identification stage, the stage of professional self-actualization. As a result of applying this logic in the research work, the managers of the experimental group developed better tolerance and flexibility of their position, increased creativity, the ability to withstand prolonged psycho-emotional stress, they better control themselves, the situation and communication, faster made the necessary decisions, showed self-confidence and ability exert managerial and pedagogical influence, ability to manage the social situation, bear responsibility.