Development of the Emotional Stability Seen as a Personal LeadershipQuality Using the Acmeological Approach in the Master’s Students

Yevheniia M. Provorova* National Pedagogical Dragomanov University, UKRAINE

Tamara P. IvakhnenkoTaras Shevchenko National University of Kyiv, UKRAINE

Nataliіa A. OliinykVinnytsia State Pedagogical University named after MykhailoKotsyubynsky, UKRAINE

Olha L. Tamarkina Sumy National Agrarian University, UKRAINE

Tetiana O. AtroshchenkoMukachevo State University, UKRAINE



The purpose of this study was to identify how the leadership trainingprogram based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that program was perceived by graduates.

The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioral self-awareness, communication and conflict management, emotional and behavioral self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study.

Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics ( was used to compute the yielded data.



Emotional stability is seen as a key leadership trait because the successful leaders are expected to projectconfidence, ensure a psychologically safe atmosphere for their team so that their team members could predict theleader’s reactions in the crises situations (Abdel-Fattah, 2020; Mind Resources Institute, 2020; Ray, 2017).

According toGoudreau (2015), managers, who are able to manage theirs and other people’s emotions make the emotionallyintelligent leaders and competent ‘superstar bosses’. Pijlman (2018) found that there is a positive effect of CEOemotional stability on organisational performance and strategic change. The investigation took place in the CrudePetroleum and Natural Gas industry.



The study found that the train-the-trainer leadership program entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability.

Moreover, the graduates perceived the program positively and could more or less accurately explain how it enhanced their experience.

The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training.

Though emotionalstability is seen as a stable trait that does not dynamically change, the acmeological approach can encourage specificpatterns of physiological self-regulation leading to change in the emotional self.

In this regard, the acmeologicalapproach to developing emotional stability in the context of developing leadership qualities in Master’s students can beconsidered a feasible option.