The purpose of the article is to study the specificities of students' perception of teacher leadership based on a comparison of the respondents' assessments of teachers' and managers' personal qualities that define them as leaders in their professional activities. Teacher leadership may be associated with innovation, the use of techniques, pedagogical skills, organisational skills, creativity, personal qualities, etc. The following methods have been used in the research: questionnaires and tests based on the method of personal differentials. To determine the peculiarities of teacher leadership, a comparison between respondents' answers about teacher-leaders and manager-leaders was made. The first group of respondents who evaluated the teacher-leaders included 87 students enrolled in the 6 th year (master course) at the National Technical University "Kharkiv Polytechnic Institute", Ukraine. The personal qualities of the manager-leaders were assessed by the masters of the "Public Management and Administration" at the same university, who study the master course having working experience from 3 to 23 years. The number of respondents in the second group was 81 students. The results of the research made it possible to determine that students associated pedagogical leadership, first of all, with moral and ethical qualities, pedagogical skills and the subject knowledge of their teachers. On the contrary, the qualities of active life most closely were associated with a manager-leader. The obtained results can be used in the development of university teachers' training programmes.

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

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Th e objective of the article is to study the peculiarities of students' perception of teaching style and to determine the correlation between such perception and motivation of students' learning. Th e group of respondents included 254 future social and 156 technical specialists (a total of 410 students), methods of research were questioning and testing; Pearson correlation coeffi cient was used for statistical analysis. Students perceived the democratic teaching style as the most positive, and its use is associated with educational and cognitive motives. Authoritarian and laissez faire styles are seen as undesirable. Th e fi rst is related to the motives of avoidance, and the second has feedback from professional motives of students. Comparison of the results of the survey of future social and technical specialists allowed us to determine that the latter perceive the authoritarian style more positively than students of social specializations.

The emotional component of professional competence of the future is investigated specialists. The focus is on the level of emotional readiness of first-year students to successful educational activities in higher education institutions. Described methods allow you to identify first-year students’ of higher education institutions levels of learning motivation, interest and emotional states to successful educational activities. The results of research formed conclusions about the significance of emotions for first-year students during their studying in higher education institutions.