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Osman BULESHKAJimproved school leadership practice. Strengthening the school leadership andcentral leadership has been a major area of investment for international and localdonors and in-service providers. Success stories were shared and exemplary caseswere highlighted. It was a general consensus that practically related professionaldevelopment was easy to understand and effortless to apply. Tailored trainingprograms were highlighted as success stories and needs for similar programs wereemphasized. However, gaps were identified and requests articulated.Educational leaders in the Peja region clearly stated the need for developinga holistic framework that would enable building capacity for effective leadershippractice in post-conflict Kosovo. The need to institutionalize and coordinate theleadership programs available to educational leaders in Kosovo was addressed byparticipants in this study. The practice in other countries such as: the model forlicensing principals in Slovenia; the example of strong governmental support andcommitment to strengthening the educational leadership sector in England; and,clearly articulated standards Principal Quality Practice in Alberta could serve asbest examples to initiate change in this field of education in Kosovo.Implications for continued researchEfforts to improve educational leadership practice should build upon the findingsof well documented, and well-accepted research studies about school leadershipthat already exist in these regions. We should remind ourselves that leadership cantake different forms in different contexts, and the leadership practiced in the Pejaregion does not necessarily have to be the same as leadership in other educationalregions.However, there are specific aspects of this study that require furtherexamination. For example, the impact of professional development experienced byschool principals in improving the teaching practice and student learning in otherschools within Peja region should be examined. Another aspect requiring furtherexamination is the recruitment of principals within Peja Region by selecting a largersample and surveying current principals and also retired principals, teachers, parentsand students. A mixed methodology approach, combining quantitative and qualitativemethods of research, in all educational regions in Kosovo, would provide a rich bankof data that could be then compared and contrasted. Lessons could be highlighted withan aim to affect the improvement of current practice in post-conflict Kosovo. Theseand other aspects call out for further inquiry and dynamic conversation among theeducators, policy makers and researchers in post-conflict Kosovo.Albanian Journal of Educational Studies 40