Socioeconomic Status of Teachers and Its Impact on Teaching Quality

Abstract

This research highlights correlational variables derived from teachers’ attitudes regarding the impact of socioeconomic status on the quality of education and teaching in Kosovo. The research design is descriptive with a theoretical-empirical character. The population is determined numerically and includes around 23,200 teachers from seven regions of Kosovo working in pre-university education from grades 1 to 12. The research was conducted with a sample of 738 teachers from over 50 schools. The study’s results indicate that the socioeconomic status of teachers is correlated with the quality of teaching and education in general. Through teachers’ attitudes, the study enabled the understanding of a consistent correlation regardless of variables such as marital status, rural-urban residence, number of employed family members, qualifications, work experience, and professional development. The findings recommend that the socioeconomic status of teachers should be taken into account when formulating strategies and policies for enhancing the quality of education and teaching in pre-university education in Kosovo.