Enhancing School Leadership Skills in Kosovo: An Analysis Through the Lens of International Trends

Abstract

The traditional approach that the school principal merely needs to be a qualified and experienced teacher is increasingly challenged by the growing recognition that school principal is a distinct profession requiring specialized preparation. Moreover, the need for specialized preparation of school principals is supported by expanding responsibilities, the increasing complexity of the school context, and the mounting evidence that adequate and effective professional development makes a significant difference in school leadership performance. Evidence also confirms that the quality of school leadership is pivotal in ensuring smooth transitions and fostering excellence. This has led to the wide development of specialized programs for the initial and continuous professional development of school principals. The nature, content, and process of professional development vary according to the country-specific contexts, but the general trend is to treat preparation and professional development of school principals as a crucial factor in school improvement. This paper delves into Kosovo's initiatives aimed at enhancing leadership skills of school principals, juxtaposed with international trends. The findings examine the legal framework governing school leadership, the content and processes involved in preparing school principals, the recruitment criteria and induction phase for school principals, and the opportunities for their continuous professional development. Through a comparative analysis, the paper elucidates the strategies, challenges and achievements in school leadership development, contributing to the broader discourse on educational leadership enhancement in transitioning contexts.