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Empowering Engagement in Kosovo: The Impact of Transformational Leadership on Work Engagement through the Mediating Roles of Self-Efficacy and Professional Development

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Title: Empowering Engagement in Kosovo: The Impact of Transformational Leadership on Work Engagement through the Mediating Roles of Self-Efficacy and Professional Development
Language: English
Authors: Lekë Ukaj (ORCID 0000-0001-6933-1463), Kujtim Hameli (ORCID 0000-0002-7384-4023), Lum Çollaku (ORCID 0000-0001-7837-0149), Artan Hajdini
Source: International Journal of Educational Management. 2026 40(4):742-764.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Foreign Countries, Transformational Leadership, Self Efficacy, Faculty Development, Teacher Administrator Relationship, Elementary School Teachers, Middle School Teachers, High School Teachers, Teacher Attitudes, Work Attitudes
Geographic Terms: Kosovo
DOI: 10.1108/IJEM-08-2025-0650
ISSN: 0951-354X
1758-6518
Abstract: Purpose: This study examines whether self-efficacy and professional development mediate the relationship between transformational leadership and teachers' work engagement within the context of Kosovo's education system. Design/methodology/approach: A quantitative research design was employed using data from 380 teachers. Mediation analyses were conducted using the PROCESS Macro (Model 6), and construct validity was supported through confirmatory factor analysis. Findings: Transformational leadership demonstrated a strong and significant direct effect on work engagement. Professional development emerged as a modest but significant mediator, indicating that leaders who facilitate meaningful learning opportunities may enhance teacher engagement. In contrast, self-efficacy did not mediate the relationship, nor did it predict professional development or engagement, suggesting that its role may be context-dependent in this educational environment. Research limitations/implications: The findings highlight the need for context-sensitive models of leadership influence, particularly in under-resourced systems where structural factors may overshadow psychological variables. They also suggest that professional development serves as a supplementary rather than primary mechanism linking leadership to engagement. Practical implications: Educational policymakers should prioritize leadership development and the provision of high-quality professional learning opportunities while also addressing systemic barriers that limit teachers' autonomy and access to resources. These initiatives may strengthen engagement, particularly in settings undergoing continuous reform. Originality/value: This study contributes to the literature by testing mediation pathways in a context that has received limited empirical attention. The findings offer new insight into how transformational leadership operates in systems facing resource and structural constraints. Furthermore, this study advances educational leadership theory by testing the boundary conditions of transformational leadership mechanisms in a centralized, resource-constrained education system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506280
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Empowering Engagement in Kosovo: The Impact of Transformational Leadership on Work Engagement through the Mediating Roles of Self-Efficacy and Professional Development
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Lekë+Ukaj%22">Lekë Ukaj</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6933-1463">0000-0001-6933-1463</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kujtim+Hameli%22">Kujtim Hameli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7384-4023">0000-0002-7384-4023</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lum+Çollaku%22">Lum Çollaku</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7837-0149">0000-0001-7837-0149</externalLink>)<br /><searchLink fieldCode="AR" term="%22Artan+Hajdini%22">Artan Hajdini</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2026 40(4):742-764.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
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  Label: Publication Date
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  Data: 2026
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kosovo%22">Kosovo</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJEM-08-2025-0650
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study examines whether self-efficacy and professional development mediate the relationship between transformational leadership and teachers' work engagement within the context of Kosovo's education system. Design/methodology/approach: A quantitative research design was employed using data from 380 teachers. Mediation analyses were conducted using the PROCESS Macro (Model 6), and construct validity was supported through confirmatory factor analysis. Findings: Transformational leadership demonstrated a strong and significant direct effect on work engagement. Professional development emerged as a modest but significant mediator, indicating that leaders who facilitate meaningful learning opportunities may enhance teacher engagement. In contrast, self-efficacy did not mediate the relationship, nor did it predict professional development or engagement, suggesting that its role may be context-dependent in this educational environment. Research limitations/implications: The findings highlight the need for context-sensitive models of leadership influence, particularly in under-resourced systems where structural factors may overshadow psychological variables. They also suggest that professional development serves as a supplementary rather than primary mechanism linking leadership to engagement. Practical implications: Educational policymakers should prioritize leadership development and the provision of high-quality professional learning opportunities while also addressing systemic barriers that limit teachers' autonomy and access to resources. These initiatives may strengthen engagement, particularly in settings undergoing continuous reform. Originality/value: This study contributes to the literature by testing mediation pathways in a context that has received limited empirical attention. The findings offer new insight into how transformational leadership operates in systems facing resource and structural constraints. Furthermore, this study advances educational leadership theory by testing the boundary conditions of transformational leadership mechanisms in a centralized, resource-constrained education system.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1506280
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506280
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        Value: 10.1108/IJEM-08-2025-0650
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      – Text: English
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Work Attitudes
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      – SubjectFull: Kosovo
        Type: general
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      – TitleFull: Empowering Engagement in Kosovo: The Impact of Transformational Leadership on Work Engagement through the Mediating Roles of Self-Efficacy and Professional Development
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