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EdaVULA & Teuta DANUZAIntroductionIn the post-war period (after 1999), the UN became an important part of life inKosovo. Through the United Nations Mission in Kosovo, the Department ofEducation and Science (DES) – which is a joint governing institution managedby international and local staff – was put in charge of managing all educationrelatedissues in Kosovo. The period 2000-2001 was focused on the preparation ofthe necessary legal and professional infrastructure for the establishment of a newsystem of general, vocational and higher education. The process of establishmentof the educational system institutions reached a height in March 2002 with thefoundation of the Ministry of Education, Science and Technology (MEST). TheMinistry hasdeveloped the new educational system which aims to integrate the newKosovo society into regional and European associations.The Advancing Educational Inclusion and Quality in South East Europe (SEE)as part of the Education Support Program of the Open Society Institute (OSI), isfocused on the issues of educational reforms and equal participation as crucial aspectsof effective functioning of schools in South East Europe (SEE). The joint project ofeight countries in the region investigated parental participation in decision-making,in extracurricular activities, and in the education of children in public elementaryschools and its relation to school level factors and to the attitudes and beliefs of schoolprincipals. Principals report that parental influence on decisions taken at classroomlevel tends to be a common practice. While this is a positive development, it cannotcompensate for the limited levels of influence that are being reported by Principals inthe cases of teacher performance assessment, textbook choice and school budgeting. 2In the case of Kosovo, as part of the SEE countries, educational policy ismore focused on legislative reforms that deal with curricula, textbooks andteacher qualifications. However, there has been progress in promoting the schoolparentcommunication and parental participation in school governance. Theparent involvement is regulated by Law on Primary and Secondary Education,which requires a mandatory establishment of the school council as a body thatenables parental involvement in school governance. This paper aims to evaluatewhether the parental communication with teachers and principals is related to theirparticipation in decision-making in schools.School-parent communicationA number of studies show that the involvement of parents and families in theschooling of their children makes a significant difference, not only in improvingstudents’ behavior and attendance, but also in promoting student achievement2. www.see-educoop.net/aeiq/documents/raport-full.pdfAlbanian Journal of Educational Studies 72
The Perception of School Principals in Kosovo regarding the Parental Involvement in the School Governance(MetLife, 2005; Michael, Dittus, & Epstein, 2001). Parental involvement has beentheoretically conceptualized in numerous ways. Some authors focus on the goal oroutcome (Epstein, 1995), while others focus on the parenting role, expectations,or intent (Mattingly et al., 2002). The multiple definitions and meanings rangingfrom home-based to school-based activities are either child-focused or institutionfocused(Hoover-Dempsey & Sandler, 1997).Regardless of income and background, students with parents who are involvedin their academic careers are more likely to earn high grades, attend schoolregularly, show improved behavior, adapt well to school, and have better social skills(Obeidat& Al-Hasan, 2007). According to Henderson and Berla (1994) and Hatch(1998), parental involvement also has a positive impact on teachers, on schools,and on parents themselves. However, in most cases the parental involvement is notuniformly positive. Parents and educators define involvement differently; parentstake a more community-centered view that includes keeping their children safe andgetting them to school, whereas teachers define involvement primarily as parentalpresence at school. When these differences are not recognized, miscommunicationscan occur that lead teachers to blame families for child’s difficulties and parents tofeel unappreciated for their efforts (Lawson, 2003). As Epstein said, “The differencein whether parents believe they should help or can help is shaped by what the schooland the teachers do. For example, if teachers want parents to think they should help,teachers must demonstrate this with an active program of parent involvement inlearning activities at home” (Epstein, 1986).However, parents today are, more than ever, better educated and informed thantheir parents were, and they have a positive impact on their children’s education.Educating students can be viewed as a partnership between teachers, students andparents. If any of these variables falters or does not contribute to the educationprocess, then students’ achievement can be compromised. Coleman (1998)calledthis cooperation “the power of the trio” and he argues that the involvement ofchildren in school (or their engagement in learning) is formed mainly by parents,through “home curriculum”; but this involvement is a variable factor that may beaffected by the practices of teachers and the school. Creating a learner’s sense ofresponsibility is a function of attitudes and practices of all members of the trio:(a) for teachers the basic elements are: beliefs about parental involvement, skillsof the student, and particularly, the importance of cultivating the sense of theresponsibility in the classroom; (b) for students: communication with parentsabout school, confidence in ability to do work, evaluation of the importance ofschool for their future, and cooperation with teachers; (c) for parents: evaluation ofschool, an “inviting” attitude by teachers, and communication with their children73Volume 1 - Number 1 - 2013
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Albanian Journalof Educational Stud
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CONTENTSPëRMBAJTJABardhyl MUSAI ..
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at the University of Elbasan, and G
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Gramatika e shqipes si gjuhë e hua
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Emine SADIKU-TEICHMANN & Gladiola P
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Page 26 and 27: Osman BULESHKAJIntroductionBackgrou
Page 28 and 29: Osman BULESHKAJrecruiting School pr
Page 30 and 31: Osman BULESHKAJsources’, increasi
Page 32 and 33: Osman BULESHKAJleadership practice
Page 34 and 35: Osman BULESHKAJparticular needs of
Page 36 and 37: Osman BULESHKAJOpen interviews vs.
Page 38 and 39: Osman BULESHKAJ(classroom) support
Page 40 and 41: Osman BULESHKAJleaders at the schoo
Page 42 and 43: Osman BULESHKAJimproved school lead
Page 44 and 45: Osman BULESHKAJprincipal-quality-pr
Page 46 and 47: Osman BULESHKAJAsessment in Higher
Page 48 and 49: Brikena XHAFERIIntroductionAssessme
Page 50 and 51: Brikena XHAFERI2012,p. 72) . Accord
Page 52 and 53: Brikena XHAFERIprogress they made o
Page 54 and 55: Brikena XHAFERITable 1: Student att
Page 56 and 57: Brikena XHAFERIby the students. Als
Page 58 and 59: Education for all vs. Educationfor
Page 60 and 61: Gerda SULALiterature reviewIt is wi
Page 62 and 63: Gerda SULAof student learning are a
Page 64 and 65: Gerda SULAmany children who drop ou
Page 66 and 67: Gerda SULAdistorts an existing peac
Page 68 and 69: Gerda SULAlittle effort for the suc
Page 70 and 71: Gerda SULAthe Albanian society, hen
Page 72 and 73: Gerda SULAThe Perception of School
Page 76 and 77: EdaVULA & Teuta DANUZAabout school(
Page 78 and 79: EdaVULA & Teuta DANUZAnothing motiv
Page 80 and 81: EdaVULA & Teuta DANUZAinvolvement i
Page 82 and 83: EdaVULA & Teuta DANUZAstrongest cor
Page 84 and 85: EdaVULA & Teuta DANUZAIn line with
Page 86 and 87: EdaVULA & Teuta DANUZAReferencesCol
Page 88 and 89: EdaVULA & Teuta DANUZAMethods of Ev
Page 90 and 91: Albana BUSHATIIntroductionMost educ
Page 92 and 93: Albana BUSHATIby providing qualitat
Page 94 and 95: Albana BUSHATI• Opportunities to
Page 96 and 97: Albana BUSHATI• Reference standar
Page 98 and 99: Albana BUSHATITeacher PortfolioAn i
Page 100 and 101: Albana BUSHATIof training should be
Page 102 and 103: Albana BUSHATIAnalysis of the relia
Page 104 and 105: Albana BUSHATITable 4. Gives the la
Page 106 and 107: Albana BUSHATITable 6. Correlative
Page 108 and 109: 1 st Albania International Conferen
Page 110 and 111: Improving the quality of teaching a
Page 112 and 113: WorkshopLeadership and Management o
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