Empowering engagement in Kosovo: the impact of transformational leadership on work engagement through the mediating roles of self-efficacy and professional development

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.