Teacher leadership is closely related to the level of professional competence. However, at the present development stage of the education system, this concept is not always fully understood and taken into account. The purpose of our research is to study the level of leadership of Russian school and university teachers, as well as to identify problems and suggest possible solutions. The survey involved 111 school teachers and university lecturers. The selection criterion is explained by the fact that leadership may vary depending on the level of education. This sample will allow us to consider the issue more widely. In the course of our research, the authors identified the following problems: the concept and importance of teacher leadership are not fully understood; consequently, teacher leadership is not fully implemented. This fact negatively affects professional competence development. These problems can be solved by the creation of special courses, the exchange of experience, the encouragement of teacher leaders and the introduction of the idea of teacher leadership in pedagogical universities.

World War II made it clear that the realization of the potential of existing military technology and methods for using it—along with the extraction of natural resources during the prosecution of the war—constitute a man-made burden for the environment threatening the sustainability of the ecosystems of the combatant countries. The discovery of this danger to the environment was made possible by the implementation of the doctrine of "total destruction" that was conducted under Hitler's direction.The subsequent sixty years have shown, however, that progress in society has been too slow with respect to the subordination of military expediency to environmental sensibility and the adoption of measures toward the ecologization of armed combat. An important strategic resource for resolving the environmental problem of armed conflicts—time—is being lost much more quickly than states are taking steps aimed at the elimination of the threat that was revealed by World War II and that has increased multifold in the six intervening decades.Using historical hindsight, the author proposes his own view of the problem from the perspective of international law.

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The article presents research data on the dynamics of the changes in the structure of legal consciousness of law students in the process of higher legal education. The role of legal consciousness in the structure of human existence is shown. The structure, functions and levels of legal consciousness of the individual are analyzed. The specifics of the consciousness of the young people as a socio-demographic group, the interest of the society in a targeted impact on the young generation in order to form stable internal beliefs, which undoubtedly affects the feeling for legal norms among higher education student. The authors note the positive role of legal awareness in forming legal culture among young people. Thirty students of Jurisprudence specialties of the first and fifth courses were examined 15 students in each group. As a method for identifying ideas about legal norms in the structure of law awareness, the method of semantic differential was chosen, which allows us to identify the subjects' ideas about the object under study and to identify the most significant ones. A law awareness structure analysis at the beginning and end of training revealed that all students went through three stages of professionalism: unconscious incompetence, conscious incompetence, conscious competence. By the completion of their studies at the university, students enter the third stage of conscious competence.