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Abstract: The article deals with peculiarities of leadership in pedagogical education in the unity of two processes – humanization and technologization of education. Its aim is to show that their unity cannot be a dilemma, the same as the relationship between upbringing and education cannot be a dilemma either. This relationship is basically a dichotomy. It is revealed in the complex controversial unity of two aspects of the common process of development aimed at establishment of the leading status of pedagogical education. In contrast to the traditional approaches, the leadership of this education is considered in the framework of a cluster model of its functioning and is described on the experience of the USPU activity as the center of the Regional pedagogical cluster. This position of the University rests on its self-efficiency, concentration on its site of the components of the system of training specialists for all levels of education and all types of schools. It is the main goal of the basic and additional education, various forms of professional advancement of pedagogues, and continuing education. The institutional approach to leadership is accompanied by the analysis of the problems under study on the personality level. Here, the dichotomy of interaction between humanization and technologization in pedagogical education is revealed via the activity of its subjects. The personality of the administrator of the leading industrial higher education institution should combine administrative and professional leadership. The notion of the “modern leader” is further specified; we also determine the peculiarities of his/her role behavior associated with decision making and goal achievement. The problems of revealing and developing the leadership properties of future teachers are looked upon from the point of view their interests and readiness to carry out professional activity presupposing the need to discover and use the leadership potential of their future pupils. The contemporary graduates of pedagogical higher education institutions face future work with a generation far from being simple, who do not only master new knowledge and technologies in a different manner but also possess a different set of life values. The practice of realization of leadership programs, organization of pedagogical classes and pedagogical internship enhances interest towards the pedagogical profession and reinforces the corresponding motivation.