Performance evaluation of school principals in Kosovo

Abstract

This study examines the performance evaluation practices of school principals in Kosovo’s public education system. Despite the existence of
a formal evaluation framework based on professional standards, its implementation remains inconsistent and challenging. The study aims to explore how evaluation practices are implemented, how they are perceived by principals and evaluators, and what challenges affect their effectiveness. A qualitative research approach was employed using a case study design. Data were collected through document analysis and semi-structured interviews with 10 school principals and 5 evaluators. Thematic analysis was used to identify key patterns and themes. The findings reveal that evaluation practices are characterized by limited use of professional standards, inconsistencies in procedures, and differences in evaluator capacities. The evaluation process is often focused more on documentation than on actual leadership practices. Participants reported unclear procedures, insufficient preparation, and limited impact on professional development. The study concludes that although the evaluation system has potential to improve school leadership, its effectiveness is constrained by structural and professional limitations. Strengthening evaluator capacities, improving the use of standards, and ensuring consistent implementation are essential for enhancing evaluation process.