Teacher-teacher and teacher-principal collaborations in the public schools of Albanian educational pre-university system

Dr.Sc. Valbona Nathanaili


This paper aims to measure the degree of teacher-teacher and teacher-principal collaborations, in the public schools of Albanian educational pre-university system, and a second aim is to evaluate the relationship, - if any exists, - between those collaborations and school performance, too. The study has quantitative nature and is based on a questionnaire with 13 articles. The questionnaire is compiled by the author, based on the literature. The questionnaire is with self-report, based on the perceptions that teachers have regarding those collaborations. It is fulfilled by teachers, in-service full time, that teach at 20 public schools in the pre-university educational system in Albania, respectively in Tirana, Kamëz, Elbasan and Shkodra. The schools were chosen based on the performance criteria: schools with highest performance and schools with lowest performance. Teacher-teacher collaboration is evaluated through 7 articles (N=7, Cronbach’s Alpha=.802); teacher-principal collaboration is evaluated through 6 articles (N=6, Cronbach’s Alpha=.812). For symmetry reasons, the questionnaires for evaluation of both collaborations are constructed in similar manner, based on the philosophy of councils that teachers and principals give and take with each-other. Teachers’ self‐reported collaboration was measured by a scale from 1 to 5 (Never 1; Rarely 2; Sometimes 3; Often 4; Always 5). The data are analysed through SPSS. According to data, teachers report a higher scale of collaboration with their colleagues and a lower scale of collaboration with their principals: teacher-teacher collaboration is higher for issues related with students’ behaviour and lower for issues related with the school curricula or school aims; teacher-principal collaboration is higher for issues related with students’ behaviour and lower for issues related with their profession. From the data, there is not any statistically significant difference between level of collaboration and school performance, which stands for the high degree of teacher atomization at school. One important conclusion is that principals have a small portion of decision-making for important issues that influence directly school performance.


teacher - teacher collaboration; teacher - principal collaboration; Albanian pre-university educational system; school performance


Elmore, R. F. (2008) School reform from the inside out. Policy, Practice and Performance. Cambridge, Mass: Harvard Education Press.

Inspektorati Kombëtar i Arsimit Parauniversitar (2013). Raport vlerësimi “Vlerësimi i fushave “Klima dhe Etika në shkollë” dhe “Kujdesi ndaj nxënësit”. Retrieved from http://isha.gov.al/wp-content/uploads/2013/05/RAPORT_VLERESIMI_PER_FUSHAT_KLIMA_DHE_ETIKA_DHE_KUJDESI_NDAJ_NXENESIT.IKAP1_.pdf, 29.7.2015.

Johnson, R. (1976). Teacher collaboration, Principal Influence and Decision Making in Elementary Schools. Technical report No. 48. Stanford University, Stanford Center for Research and Development in Teaching. Retrieved from http://files.eric.ed.gov/fulltext/ED126083.pdf, 23.07. 2015.

Kochhar-Bryant, C. & Hieshman, A. (2010). Effective collaboration for educating the whole child. Thousand Oaks, California: Corwin.

Leana, C.R. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 9(4), 34. Retrieved at


Lindeman, C., E. 1926. The meaning of adult education. Retrieved from https://archive.org/stream/meaningofadulted00lind#page/117/mode/2up

Seifert, E. & Vornberg, J. (2005). The new School leader for the 21st Century: The principal. Maryland: Rowman & Littlefield Education

Spillane J.P., Healey K. & Kim M.c. (2010). Leading and managing instruction. Forma land informal aspects of the elementary school organization. In Daly A. J. (ed.). Social network theory and educational change (129-158) . Cambridge, Massachusetts: Harvard Education Press

Vendim Nr. 799, dt. 22.07.2009 Për miratimin e Strategjisë Kombëtare të Arsimit Parauniversitar për periudhën 2009-2013. Fletorja zyrtare e Republikës së Shqipërisë, nr. 133, 10 shtator 2009. Retrieved from http://www.qbz.gov.al/botime/fletore_zyrtare/2009/PDF-2009/133-2009.pdf, 27.03.2017.

Zavadsky, H. (2009). Bringing school reform to scale. Cambridge, Massachusetts: Harvard Education Press.

Full Text: PDF

DOI: 10.21113/iir.v7i1.292

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Comments on this article

View all comments

Copyright (c) 2017 Valbona Nathanaili

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.