Modern domestic pedagogics as a science is divided in practice into two clearly defined regions:

1) traditional pedagogy authoritarian style of management of educational process, where the child is oriented to meet the stringent program requirements and, as a result, at the notorious meeting the expectations of the society in the form of USE (unified state exam);
and long-established

2)  redistribution pedagogy, the essence of which is disclosed in the works of  D. B. Elkonin, V. V. Davydov and V. P. Zinchenko and the founders of humanistic pedagogy L. N. Tolstoy, K. D. Ushinsky, V. A. Sukhomlinsky, and now Sh. A. Amonashvili, V. M. Bukatov.

A significant difference between these two areas of pedagogy is as follows: the first focused on the formation of artists (with rare exceptions myself "dodging" and preserve their human essence individually enrolled); the second creates the favorable conditions for nurturing leaders capable of recognizing among the many possibilities of social life that which is his Purpose as the meaning of life [2].
  Traditionally authoritarian pedagogy is based on negativistic personality (fears, suspicion, jealousy, envy, resentments, aggressiveness, depression), which leads to the solutions to compare the results of individual development. This pedagogy is trapped in antileadership.

Antileader is the person applying for the formal recognition of its social achievements, which are inadequate as to his meaning of life and true to the expectations of others. Antileader is a man who cannot love themselves (but demanding snuggly love neighbours!) and, consequently, are not able to create what could be considered a decent and honest, and to respect others. Antileader is a person having weak reflection of his acts and initiatives realization of their own ideas and, eventually, entangled (by educational neglect!) in spiritual and intellectual understanding of their life events. A key characteristic of the pedagogical inteligenta is the pursuit of resistance actions, of struggle, of competition, i.e. the propensity to solve problems (and conflicts) legislative power in a manner where the material-physiological beginning prevails over that of human, spiritual, intellectual, agreed.

Thus, the first area forms at best leaders-the formalists (competing careerists, not able to understand themselves and to serve the public and not just to earn money), and the second accompanies the child on a tough but fascinating his exploring yourself and finding your Purpose as their activities and their place in the socio-geographical spaces of life for the benefit of yourself and others.

The purpose of leadership we call the manifestation of the individual's "human in man" (V. D. Shadrikov), their spiritual and intellectual qualities as an elite scholarship (V. M. Lobzarov).

Pedagogical leadership is an authoritative and influential continuous self-transformation of personality, manifested in voluntary activities identifying and implementing viable, as the meaning of his earthly existence. The leader is authoritative (top-rated) a person carrying out their unique role in the agreed reciprocity with others [1, p. 283-284].

Leadership is a responsible enterprise of the individual. Liability (after D. A. Leontiev) we understand as the realization that the reasons for any changes in ourselves and the world around me are inside me-I Introverted nature of leadership as contemplative insightful vision of the individual's significant in any phenomenon, event, entity is based on emotional responsiveness of the individual as reflective of the ability to feel and understand yourself and others. Outside developed introverted teacher leadership is dangerous, for it may draw conclusions about themselves and others beyond reliance on their own feeling, based on a mistaken view of the surrounding people (colleagues, bosses, the public majority). 

Thus, the leadership of introverted (or contemplative) is based on the feeling reflexively as truth directly experienced the situation, listening to yourself! and awareness of their higher spiritual needs is the result of understanding its claims and moral models for their implementation. Similar process allows you to take advantageous as the relevant claims in the middle working with him. The result introversive leadership model is what lies ahead.
Obviously, to implement the model perhaps having volitional qualities or initiative active properties that contribute to the entrepreneurial personality as extroverted leadership.

Extroverted leadership is manifested as a consequence of introverted leadership, meaningful existence. It is expressed in the human ability to organize and arrange the results of his work personally important interests, needs, aspirations of people working in this team. It is a common (ordinary) understanding of leadership, generally associated in the minds of most teachers with the activities of the formal supervisor, designed promote the best interests of this community of professionals. However, in practical life it is not always the case. Appointed from outside the formal leader reflects (and aims to Express) the interests of those powerful people who put him to instill their values (like the rule on which he depends).

Hence, the effectiveness of the activities of the appointed leader is a matter of time that he retards the development of the case entrusted to him and as any obstacle provokes the deformation of the development of a community of subjects of educational process.

Leadership, based on designs generated on the basis of emotional responsiveness, due not only to the success of this project as the strengthening of their interrelations, but also the generation of new creative projects of joint activity.

Thus, pedagogical leadership as a dichotomous trait refers to an individual's aptitude, expressing primarily the success of its intrapersonal self-regulation, which, as a harmonious basis for the realization of Purpose, is primarily stimulating educational environment for creative promotion in its path every one of the immediate subjects of the educational process: the child, parents, their fellow teachers. 

2. Leont'ev D. A. Psychology sense: nature, structure and dynamics of semantic reality. – M.: Smysl, 1999. – 487 p.