TALIS 2024 in the Western Balkans

In Kosovo half of teachers work in schools where principals report that shortages of support personnel hinder quality instruction. This includes both pedagogical roles (e.g. teaching assistants or psychologists) and administrative staff. Teacher shortages are more localised, particularly in rural areas and for roles supporting students with specific needs.

Nearly all teachers in Kosovo report that, overall, they are satisfied with their job. However, there are signs that teaching is becoming less attractive. Young teachers are less likely than their older colleagues to report teaching as their first career choice and nearly one-quarter of those aged under 30 report intending to leave the profession in the next five years. 

In Kosovo, one-fifth of teachers report that students in their classroom have difficulties understanding the language of instruction. Meanwhile 14% report that a large share of their students are low academic achievers compared to 40% reporting that many are academically gifted, contrasting markedly with shares typically reported across European Union and OECD. 

Very high shares of teachers in Kosovo report frequently adapting their teaching practice to the needs of their learners, with near universal confidence in this area of instruction. They also report high use of artificial intelligence for adaptive teaching and assessment. This is notable given that 57% of teachers work in schools whose principals report a shortage of digital resources, suggesting that teachers may be finding their own solutions to overcome inadequate resources.

In Kosovo, 64% of teachers report participating in an induction programme in their current school; participation is associated with greater instructional confidence. Unusually, induction for novice teachers is not typically accompanied by a reduction in workload in Kosovo, where all teachers report a high teaching load relative to their overall working hours.

Participation in professional development is lower than elsewhere in the region. A lack of incentives, such as financial compensation or career progression, is the most commonly cited barrier but many teachers also report a lack of relevance. 

Professional collaboration focused on enhancing instruction appears less prevalent in Kosovo than elsewhere in the region: 15% of teachers in Kosovo report never taking part in collaborative learning while 44% have never observed other teachers’ classes. Nevertheless, teacher appraisal is well established, with all teachers working in schools where their principal reports that this occurs annually.