The article presents the opinions of preschool educational institution principals on the role of leadership in fostering a positive school
climate. During the qualitative research, which involved semi-structured interviews with eight principals, it was found that mutual cooperation with the community, active participation in joint activities, and shared responsibility and decision-making, promote teamwork
and create emotional security and a positive school climate. The research also found that preschool educational institution principals
must constantly develop and improve their leadership skills, creating mutual relationships, trust, open communication and common
agreements in the institution. The research revealed that a clear institutional structure and a safe and inclusive environment directly impact
the school community’s ability to foster a positive climate. Leadership qualities such as respect, openness and shared responsibility
encourage the school community to engage in activities that foster a positive school climate. The principals recognise unanimously that
leadership is not a spontaneous process; it is cultivated by the entire school community, through collaborative initiatives and teacher
involvement in decision-making processes, as well as by fostering a positive climate in the preschool educational institution.
This article presents the experiences of the leaders of educational institutions in the possibilities for improving the competences of preschool teachers by implementing the universal design for education strategy. The qualitative research found that the following areas of competence are important for preschool teachers when implementing the universal design for education strategy: continuous professional development, planning and implementation of inclusive education, knowledge of students, media and digital literacy, leadership, etc. Based on the insights of the leaders, teachers must constantly improve their professional competences that are closely related to the quality of children’s education. The findings of the research revealed the informants’ opinions on the most effective ways of improving the competences of preschool teachers, such as: collegial learning, participation in long-term competence development programmes, supervision, projects, idea fairs, self-education, etc. The research participants highlighted the possibilities for improving teachers’ competences by implementing the strategy of universal design for education, including: searching for new educational methods and testing them in practical activities; developing cooperation with parents, guardians and caregivers of students; the opportunity to develop competences in an (in)formal, self-educational way; empowering creativity; participating in various project activities on a national and international scale, etc. The implementation of these possibilities depends on the motivation of teachers and their desire to constantly update and improve their professional competences.