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Title page 1

Contents 5

Foreword 4

Abbreviations and acronyms 8

Executive Summary 9

1. Teachers in the Western Balkans 11

1.1. Capturing the voices of teachers and school principals in the Western Balkans 12

1.2. Who goes into teaching in the Western Balkans and why? 13

1.3. What does a teaching career in the Western Balkans look like? 19

1.4. How do teachers in the Western Balkans feel about their chosen profession? 23

References 27

2. Student-centred teaching practices in the Western Balkans 29

2.1. What learner and learning needs are teachers facing in the Western Balkans and are they well-prepared to address them? 31

2.2. Do teachers in the Western Balkans confidently employ adaptive and inclusive teaching practices? 39

2.3. How do teachers in the Western Balkans assess student progress? 46

References 52

3. Supporting teachers in the Western Balkans to enhance their practice 55

3.1. Do teachers in the Western Balkans participate in induction and mentoring programmes in ways that can strengthen practice? 57

3.2. Do teachers in the Western Balkans engage in professional learning and collaboration in ways that strengthen classroom practice? 61

3.3. How do appraisal and feedback practices in the Western Balkans support teachers' professional development? 73

References 79

4. Policy pointers for improving teacher policies and practice in the Western Balkans 83

4.1. Helping teachers better identify and respond to learners' needs 84

4.2. Strengthening teachers' capacity to support students with SEN or diverse linguistic and cultural backgrounds 87

4.3. Enhancing instructional support during initial teacher education and for novice teachers 89

4.4. Ensuring professional learning engages teachers in improving their practice across the teaching career 92

References 94

Tables 7

Table 3.1. All Western Balkan systems have formal requirements for professional learning in place 62

Figures 6

Figure 1.1. The teaching profession is ageing in Montenegro and Serbia and is increasingly feminised in Albania and Kosovo 14

Figure 1.2. Principals across the region report shortages of teachers with competence in supporting learners with specific needs 15

Figure 1.3. High shares of teachers are motivated to teach by factors related to personal enjoyment and social utility 19

Figure 1.4. As seen internationally, young teachers across the region have less secure contracts 20

Figure 1.5. Except in Albania, novice teachers have lower teaching loads but do not spend more time on professional learning 22

Figure 1.6. Teacher satisfaction varies considerably across the region 23

Figure 1.7. Urban teachers are consistently more likely to report that work negatively impacts their well-being 26

Figure 1.8. Being held responsible for student achievement is a key driver of stress for Western Balkan teachers 27

Figure 2.1. In Montenegro, North Macedonia and Serbia, some teachers work in contexts with high shares of learners with specific needs 32

Figure 2.2. Compared to EU and OECD countries, higher shares of teachers in the Western Balkans report working in classrooms with... 34

Figure 2.3. In most systems in the region, younger teachers more commonly teach students with complex needs 35

Figure 2.4. Initial teacher education leaves teachers feeling most prepared for subject-focused areas of practice 36

Figure 2.5. There are differences in the content of the professional learning undertaken by urban and rural teachers in some systems in the region 38

Figure 2.6. Larger shares of teachers than seen internationally report adapting teaching methods to students' needs and asking varied questions 40

Figure 2.7. Data from PISA 2022 indicate that, for many students in the Western Balkans, learning needs and gaps are not resolved by age 15 42

Figure 2.8. Lower shares of teachers feeling confident implementing supports for students with SEN compared to other inclusive practices 44

Figure 2.9. More teachers report using digital technologies to support adaptive and inclusive teaching practices than on average across... 46

Figure 2.10. In most systems, experienced teachers are more likely than novices to report frequent use of summative assessment practices 49

Figure 2.11. Older teachers appear less confident about student assessment practices in some systems in the region 52

Figure 3.1. Teachers in the Western Balkans report greater access to induction activities than their EU and OECD peers 58

Figure 3.2. It is more common for novice teachers to receive mentoring in the Western Balkans yet overall participation is lower than that... 60

Figure 3.3. In several systems, teachers' engagement in reflection on lesson observation and coaching is higher than seen internationally 63

Figure 3.4. The perceived impact of professional learning varies widely but novice teachers are typically more positive 64

Figure 3.5. A lack of time, incentives, and relevance are the most common barriers to participation in professional learning in the Western Balkans 65

Figure 3.6. Like EU and OECD systems, participation in professional learning on digital tools in the Western Balkans is markedly higher than for AI tools 69

Figure 3.7. Teacher collaboration that is explicitly focused on enhancing instruction is less common than discussion and exchange 71

Figure 3.8. In both the Western Balkans and the EU, teachers with higher instructional self-efficacy report collaborating more 72

Figure 3.9. Principals in the Western Balkans more frequently report that there is developmental follow-up to appraisal than in EU and OECD systems 75

Figure 3.10. Experienced teachers are more likely than novices to report receiving feedback via a range of methods 77

Figure 3.11. More teachers report that feedback is associated with positive changes in core instructional practices than more specialised methods 78

Boxes 7

Box 1.1. The OECD Teaching and Learning International Survey 2024 12

Box 1.2. Policy efforts in the Western Balkans for managing teacher supply and demand 16

Box 1.3. Teacher retention and well-being policy priorities in Montenegro 25

Box 2.1. Inclusive education policy efforts in the Western Balkans 43

Box 2.2. Policy efforts to promote more formative assessment practices in the Western Balkans 47

Box 3.1. Career structures for teachers in the Western Balkans 66

Box 3.2. Policy efforts in the Western Balkans to promote the adoption of digital pedagogies 68

Box 3.3. National frameworks for teacher appraisal in the Western Balkans 73

Box 4.1. Improving needs assessment to inform adaptive and inclusive teaching practices 86

Box 4.2. Strengthening professional capacity for inclusive education 88

Box 4.3. Supporting trainee and novice teachers to develop effective classroom practice 91

Box 4.4. Practice-focused teacher development 93

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