School leaders’ and teachers’ perceptions of the feedback and evaluation system in Albania

Abstract

This research endeavors to provide insights that can inform policy decisions and pedagogical approaches aimed at optimizing feedback and evaluation systems to better serve the needs of educators and students in Albania. Quantitative data analysis techniques, such as descriptive statistics and regression analysis, were utilized to examine the relationship between selected variables and teacher assessment feedback. Utilizing the Teacher Evaluation Profile survey customized for Albania, information was gathered from 1,100 teachers and 80 school principals. The findings highlight the need to strengthen assessment quality to improve educational outcomes by identifying existing barriers and offering suggestions for improvement. The research advances the conversation on efficient evaluation techniques to raise academic standards by pointing out the framework's advantages and disadvantages in Albania's teacher assessment system and making suggestions for enhancements. The research delves into the complexities of how feedback is received, utilized, and integrated into professional practice by both leaders and teachers. It also examines the alignment between evaluation systems and educational objectives, considering factors such as cultural influences, institutional policies, and resource constraints. By elucidating these dynamics, the study seeks to contribute to ongoing discussions on enhancing educational quality, fostering teacher development, and promoting effective leadership practices within Albanian schools.