This study aimed at identifying the interplay between individual and organizational factors and predictors of work motivation, job satisfaction, and burnout. This was a cross-sectional study, conducted with 460 early education teachers in Kosovo. Based on the results, job satisfaction and professional development are significant positive predictors whereas burnout is a significant negative predictor of work motivation. Conversely, burnout is a significant negative predictor of job satisfaction, whereas work motivation, job satisfaction, and professional development are significant negative predictors of burnout. The findings provide useful insights which can help policy makers take necessary action to ensure improving early education quality.

Access to high-quality early education promotes the academic success of children with disabilities; however, they are often overlooked in mainstream programs that lack essential support services. This study aimed to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by the preschool personnel. Preschool personnel (n = 107) working with children (3–6 years old) in the municipality of Tirana, in Albania, completed the survey. The obstacles to supporting children with disabilities were identified as lack of knowledge, supportive techniques, specific working tools, suitable facilities, and support staff, insufficient cooperation with parents, and inadequate educational programs for children with disabilities. The contextual factors and practical implications of the study, as well as future directions for research, are discussed in this article.