Abstract
The relevance of this study was determined by the need to update management approaches in education in the context of digitalisation, decentralisation, and the growing role of horizontal forms of interaction. Traditional leadership models based on control and hierarchy are losing their effectiveness, which necessitates the search for new guidance concepts focused on co-creation, trust, and emotional coherence. The aim of the article was to theoretically substantiate the web method as an innovative model of educational guidance and to empirically identify the relationship between the level of managers' resonant thinking and the effectiveness of their managerial activities. The web method was defined as a system of horizontal coordination in which the manager acts not as a controller but as a facilitator, constructing a network of interconnected meanings, values, and interactions. The main mechanism of this process was reflective activity, namely resonant thinking – the ability of a leader to perceive the emotional state of subordinates, maintain cognitive and emotional coherence, and create an environment in which trust and partnership prevail. The principal research design employed a mixed-methods approach (questionnaire, interviews, statistical analysis, and thematic analysis), and the leading methodological framework was a synergistic-network approach. As a result of the study, the concept of resonant thinking as a cognitive-emotional mechanism for coordinating collective action was substantiated, and its positive correlation with guidance effectiveness was confirmed (r = 0.68, p < 0.01). A structural model of the web method was developed, integrating the principles of facilitation, partnership, and spiritual service. The practical significance of the study lies in the potential implementation of the web method in the training of educational leaders, while its theoretical significance lies in the formation of a holistic concept of resonant guidance as a new paradigm for managing educational communities