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

  • Dr.Sc. Valbona Nathanaili freelance
Keywords: teacher - teacher collaboration, teacher - principal collaboration, Albanian pre-university educational system, school performance


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.

Author Biography

Dr.Sc. Valbona Nathanaili, freelance

Valbona Nathanaili is graduated for physics and had a PhD in educational sciences. Her current research focuses on school systems and leadership, democracy and development, history and sociology of education. She is the author of “Rruga e mundimshme e shkollës shqipe, Çështje, politika & veprimtari në fushën e arsimit, 1912-1944” & “Ambasadorët tanë. Pikëtakime të historisë me diplomacinë” and some textbooks for physics teacher “Physics for teacher, 7, 10, 11.” Her contributions include, too, numerous scientific articles about education and papers presented in different international conferences. Dr. Nathanaili is translator in Albanian Language of books The rise and falls of nations, TED Talks, School reform from inside out. Dr. Nathanaili has worked as director for UET Press and Albanian University Press, with more than 200 titles published for both publishing houses, during a 12 years period. Lecturer and visited lecturer in some universities.  

Dr. Nathanaili is a frequent contributor to the op-ed pages of MAPO, Gazeta Shqiptare and Respublica and the editor of www.valbonanathanaili.com. 


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Original Research Articles