Bujari, Agim and Buzhala, Saranda (2024) Professional Development Needs of Primary and Lower Secondary Teachers. Pakistan Journal of Life and Social Sciences, 22 (1). pp. 5954-5968. ISSN E-ISSN: 2221-7630; P-ISSN: 1727-4915
Full text not available from this repository.Abstract
Professional development of teachers is an important factor for educational reforms. Only by relying on continuous professional development of teachers can we increase the chances of achieving higher quality and, consequently, sustainable learning. Teachers play a crucial role the education and training of the young generations, and the professional education and continuous professional development of teachers are therefore essential. Teachers at all levels of pre-university education initially complete a basic level of qualification, without which they cannot practice the teaching profession. However, the development of teachers should not stop with the completion of their studies. In addition to their work, they should also engage in training, workshops, conferences, and other activities that are beneficial for their professional development. The aim of this study is to identify the professional development needs of teachers in elementary and lower secondary education. A mixed research approach was followed for this study, combining qualitative and quantitative approaches, and two instruments were applied: a questionnaire and interviews with teachers. The study population consists of all teachers in elementary and lower secondary education in Kosovo, with 356 teachers included in the quantitative study and 10 teachers from these levels included in the qualitative study. The participation of teachers was random. Based on the empirical results, it was found that approximately 92.4% of teachers expressed a need for training, while about 7.6% of participants stated that they did not need the training presented in the questionnaire. As for the most suitable periods for attending training, teachers prefer the spring, summer and winter vacation periods, as well as weekends, as these periods do not disrupt the teaching process. Empirical results showed a statistically significant difference among teachers based on their experience, where less experienced teachers have a greater need for training, while teachers with over 35 years of experience in the area of education have less need for training.
| Item Type: | Article |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Social Sciences > Educational sciences |
| Divisions: | Faculty of Education |
| Depositing User: | Prof. d-r Violeta Januseva |
| Date Deposited: | 20 Apr 2026 15:38 |
| Last Modified: | 21 Apr 2026 09:02 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/11524 |
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