Teacher’s Influence Scale from their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

Author: Valbona Nathanaili, University of Tirana, Albania
Email: valbona.nathanaili@uet.edu.al
Published: March 2016

Citation: Nathanaili, V. (2016). Understanding Student Attitudes about Distance Education: The Importance of Excitement and Fear. IAFOR Journal of Education, 4(1). https://doi.org/10.22492/ije.4.1.06


This article aims to evaluate the relation between school performance and the Teacher’s Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational system in Albania who filled in self-report questionnaires with six items. The schools were chosen based on performance criteria, with higher and lower performance based on the Educational Directory of each city: Tirana, Kamëz, Elbasan and Shkodra. One of the conclusions is that teacher’s influence by their colleagues is very low, (M=2.5197), as is teacher’s influence by their principals (M=2.1789); but teachers are slightly more influenced by their colleagues. The school performance, in the case of Albanian public schools, is related very weak with the scale of teachers’ influence. However, this relation is slightly higher in schools with lower performance. Furthermore, the school performance is overall more than the collective efforts of teacher and principals and involves the background of the school community.


teacher collaboration, reform, pupils’ expectations, social relations