TEACHERS’ PERSPECTIVES ON THE ROLE OF LEADERSHIP IN SUPPORTING THE INTEGRATION OF STEAM EDUCATION IN EARLY CHILDHOOD SETTINGS

Апстракт

Early childhood education is undergoing significant transformation as global learning frameworks increasingly emphasize creativity, collaboration, digital literacy, and problem-solving. In Kosovo, schools are aligning with these international standards while navigating structural and developmental challenges. This study examines teachers’ perspectives on the role of educational leadership in supporting the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood and lower primary settings in Pristina. Using a quantitative approach, data were collected through questionnaires from a sample of 60 teachers to explore how leadership practices influence teacher motivation, professional growth, and readiness to implement STEAM-based learning. The findings indicate that teachers generally hold positive attitudes toward STEAM integration and recognize leadership support as a crucial factor in its success. More than half of the respondents reported that their leaders promote STEAM and encourage interdisciplinary methods, while approximately 77% felt more motivated when supported by their leaders. Despite these positive perceptions, challenges remain, including limited participation in formal STEAM training, insufficient professional development opportunities, and constrained preparation time. The results underscore that effective leadership enhances teachers’ motivation, confidence, and readiness to implement STEAM, but sustained institutional support—through continuous professional development, adequate resources, collaborative planning, and a shared school vision—is essential for the successful and sustainable integration of STEAM in early education.