ABSTRACT

Purpose. This study aims to examine the impact of professional development training on improving teachers’ instructional practices and students’ learning experiences in primary education in the Republic of Kosovo. Methodology Adopting a mixed-methods approach, the research combines theoretical and empirical analyses with the participation of 225 individuals (teachers, students, and school leaders) from three primary schools, using Likert-scale questionnaires and structured interviews. Data were analyzed through descriptive statistics, independent-samples t-tests, and Pearson correlation analysis. Results. The findings reveal a high level of teacher engagement in applying modern methods, integrating technology, and adopting inclusive approaches, supported by strong institutional backing from school leaders and the inspectorate. At the same time, students report positive perceptions of teachers’ commitment and support, while highlighting a lack of methodological diversity and limited collaborative learning practices in classrooms. The t-test showed no statistically significant differences between teachers’ and school leaders’ perceptions, whereas teaching experience did not emerge as a determining factor for the use of innovative practices. Implications for research and practice. The results underscore the importance of institutional support, the sharing of best practices, and the cultivation of a reflective and collaborative school culture. In conclusion, the study recommends the development of personalized professional development plans and the establishment of mechanisms to evaluate the impact of training on classroom practice.