THE ROLE OF EDUCATIONAL LEADERSHIP IN DRIVING INNOVATION IN EARLY CHILDHOOD EDUCATION IN KOSOVO

Abstract

This study examines the role of educational leadership in fostering innovation and improving the quality of early childhood education in Kosovo. It explores how school leaders influence teaching practices, strengthen teacher motivation, and shape professional culture in early learning environments. The central assumption is that effective leadership drives pedagogical improvement by empowering teachers and creating supportive, collaborative school climates.
A qualitative research design was used, based on semi-structured interviews with ten leaders from preschool and early primary institutions. The analysis showed that clear vision-building, emotional encouragement, constructive feedback, and collaborative practices significantly enhance teacher confidence and willingness to implement new teaching approaches. Leaders also stressed the importance of modeling innovative practice, promoting reflection, and building trusting relationships.
Despite these strengths, participants reported challenges such as limited resources, insufficient professional development, and policy barriers that restrict innovation. Nonetheless, committed leadership helped teachers remain motivated and professionally engaged. The study highlights the need for leadership training and improved policy support to strengthen innovation in early childhood settings. Overall, the findings provide insight into leadership practices that contribute to teacher empowerment and higher-quality learning environments in emerging education systems.