Assistant teachers in inclusive education: Professional needs, stress, and satisfaction

This technical research report presents an exploratory study on the professional experiences of assistant teachers (mësues ndihmës) in Albania’s inclusive-education system. Although recent legislation (Law No. 69/2012) mandates their presence in schools, empirical data on their working conditions remain scarce. A structured questionnaire administered to 67 assistant teachers examined four key areas: professional needs, reported difficulties, perceptions of students’ needs, and self-rated levels of support, stress, recognition, and satisfaction. Findings reveal that assistant teachers report high levels of professional commitment and satisfaction but also face persistent systemic barriers—limited access to specialist support (e.g., speech therapists, psychologists), shortages of didactic materials, and insufficient continuous training. Their identified needs largely mirror those of their students, emphasizing the interdependence between teacher capacity and student inclusion. The report highlights the paradox of inclusion in Albania: while the policy framework endorses equality and access, practical implementation remains hindered by resource and coordination gaps. Recommendations focus on strengthening multidisciplinary school services, establishing reasonable workload ratios, and institutionalizing ongoing professional development.