TEACHER TRAINING AND INSTRUCTIONAL EFFECTIVENESS IN SECONDARY SCHOOLS: EVIDENCE FROM THE HOWL-WADAG DISTRICT OF MOGADISHU, SOMALIA

Autori

  • Mohamed Ibrahim Abdisamad Gaheyr Teacher Training College Via Tanzania Rd, Hamar Jajab District, Mogadishu, Banadir, Somalia
  • Ahmed Ali Hussein Mogadishu University, Faculty of Education & Humanities Hodan District, Mogadishu, Banadir, Somalia
  • Ahmed Abdulle Hussein Gaheyr Teacher Training College Via Tanzania Rd, Hamar Jajab District, Mogadishu, Banadir, Somalia

DOI:

https://doi.org/10.46827/ejes.v13i8.6981

Parole chiave:

teacher professional development, teacher performance, instructional effectiveness, secondary education, classroom management, Somalia

Abstract

This study examined the relationship between teacher training and instructional effectiveness in secondary schools in the Howl-Wadag district of Mogadishu, Somalia. A quantitative descriptive research design was employed. The study involved 80 participants, including 12 principals and 68 classroom teachers, selected from 12 secondary schools through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis in SPSS. The findings revealed statistically significant positive relationships between the quality of teacher training and teacher performance (r = .742, p < .001), as well as between training content and teacher performance (r = .689, p < .001). In addition, many respondents reported that training programs helped strengthen classroom management skills and teaching confidence. Based on these findings, the study recommends strengthening continuous professional development programs, promoting teacher mentorship, and providing training that is relevant to classroom needs. The findings contribute to the growing body of research on teacher professional development in Somalia and may inform educational policy and practice.

Biografie autore

  • Mohamed Ibrahim Abdisamad, Gaheyr Teacher Training College Via Tanzania Rd, Hamar Jajab District, Mogadishu, Banadir, Somalia

    Abdisamad Mohamed Ibrahim is a Senior Lecturer at Hormuud University and Imam Shafici University, Somalia, and serves as the Principal of Macalin Nur Primary and Secondary School, a National Training of Trainers (ToT) facilitator at the Gaheyr Teacher Training College under the Ministry of Education, Culture and Higher Education. Abdisamad holds a Master's degree in Pure Mathematics from Al-Butana University, Sudan. In addition, he serves as a Supervisor in the Department of Examinations at the Ministry of Education, Culture and Higher Education and is also responsible for supervising teachers in schools under the Ministry of Education. His professional interests include teaching mathematics, educational assessment, curriculum development, and improving the quality of teaching and learning through research and professional development.

    ORCID: https://orcid.org/0009-0005-3407-1549

  • Ahmed Ali Hussein, Mogadishu University, Faculty of Education & Humanities Hodan District, Mogadishu, Banadir, Somalia

    Hussein Ahmed Ali is a Senior Lecturer at Mogadishu University and Somali International University in Somalia and acts as the Vice Principal of Jubba Primary and Secondary School. Hussein holds a Master’s degree in Educational Psychology from Mogadishu University. His academic and professional interests include teaching and learning processes, educational assessment, student development, and the use of psychological approaches to enhance educational practices. Through his experience in university teaching and school leadership, Hussein is dedicated to improving instructional quality, supporting teachers’ professional growth, and creating effective and inclusive learning environments.

    ORCID: https://orcid.org/0009-0008-5052-8002

  • Ahmed Abdulle Hussein, Gaheyr Teacher Training College Via Tanzania Rd, Hamar Jajab District, Mogadishu, Banadir, Somalia

    Hussein Ahmed Abdulle holds a Master of Science in Information Technology (MSIT) from Shinawatra University, Thailand, and a Bachelor's degree in Computer Science and Information Technology from Benadir University, Somalia. He is a Senior Lecturer at Benadir University, a National Training of Trainers (ToT) facilitator at Gaheyr Teacher Training College under the Ministry of Education, Culture and Higher Education of Somalia, and the Founder and CEO of Benaadir Online Shopping. He also serves as a Digital Marketing Specialist and Mentor, providing training and technical support to entrepreneurs, SMEs, and young professionals. His research and professional interests include educational technology, teacher professional development, digital marketing, e-commerce, artificial intelligence in education, data analytics, and information systems.

    ORCID: https://orcid.org/0009-0009-8901-0654

Riferimenti bibliografici

Asfahani, A., El-farra, S. A., & Iqbal, K. (2024). International benchmarking of teacher training programs: Lessons learned from diverse education systems. Journal of Education and Training Studies, 12(1), 1–12. https://doi.org/10.11114/jets.v12i1.6421

Dange, J. K., & Siddaraju, J. (2020). Role of teacher training program in enhancing quality education. International Journal of Education, Culture and Society, 5(6), 137–144. https://doi.org/10.11648/j.ijecs.20200506.14

Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress, 1–36.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

Francisco, C. D. C., & Celon, L. C. (2020). Teachers’ instructional practices and its effects on students’ academic performance. International Journal of Scientific Research in Multidisciplinary Studies, 6(7), 64–71. Retrieved from https://www.researchgate.net/publication/343524740_Teachers'_Instructional_Practices_and_Its_Effects_on_Students'_Academic_Performance

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1–15. https://doi.org/10.11114/jets.v7i12.4491

Gutierrez, O., Korpershoek, H., Harms, T., De Boer, H., Van Kuijk, M., & Doolaard, S. (2017). Classroom management interventions and their effects on student learning mitigation: A meta-analysis. Review of Educational Research, 87(3), 475–511. https://doi.org/10.3102/0034654316683621

Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798–812. https://doi.org/10.1016/j.jpubeco.2010.11.009

Hattie, J. (2023). Visible learning: The sequel. A synthesis of over 2,100 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9781003380542

Idris, M. O. A., Mohamed, M. J., Hussein, A. A., Mohamed, M. O., & Omar, A. M. (2024). The impact of teacher training on the delivery of quality education: A study of schools in Mogadishu, Somalia. International Journal of Advanced and Applied Sciences, 11(5), 209–216. https://doi.org/10.21833/ijaas.2024.05.023

Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Multi-factor analysis affecting secondary school teacher performance. International Journal of Evaluation and Research in Education, 10(4), 1462–1468. https://doi.org/10.11591/ijere.v10i4.21693

Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International. Retrieved from https://books.google.ro/books/about/Research_Methodology.html?id=8c6gkbKi-F4C&redir_esc=y

Manduku, J. (2017). In-service teacher training programmes: Implications on teacher effectiveness in East Africa. European Journal of Education Studies, 3(8), 189–202. https://doi.org/10.5281/zenodo.810529

Meddour, M. (2017). The efficacy of in-service teacher training in optimizing EFL theory and learning in the south of Algeria. Journal of Human and Social Sciences, 4(1), 67–76. https://www.asjp.cerist.dz/en/article/24327

Mestry, R., Hendricks, I., & Bisschoff, T. (2009). Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa. South African Journal of Education, 29(4), 475–490. https://doi.org/10.15700/saje.v29n4a293

Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59–82. https://doi.org/10.26458/1746

Mohamed, R. A., & Nkomo, N. N. (2023). Influence of teachers’ workload on effective delivery of teaching content in Mogadishu secondary schools, Somalia. International Journal of Research in Education and Sustainable Development, 3(4), 41–47. https://www.ijaar.org/articles/ijresd/v3n4/ijresd344.pdf

Munna, A. S., & Kalam, A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation, 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102

Pellegrini, M., Lake, C., Inns, A., & Slavin, R. E. (2021). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 91(5), 701–745. https://doi.org/10.3102/00346543211024241

Phillips, H. N., & Chetty, R. (2018). Enhancing teacher training skills by strengthening the teaching practice component. Education and Training, 60(3), 251–262. https://doi.org/10.1108/ET-07-2017-0103

Qaisra, R., & Haider, S. Z. (2023). The influence of in-service teachers training programs on the professional development of school teachers. Pakistan Journal of Humanities and Social Sciences, 11(1), 507–516. https://doi.org/10.52131/pjhss.2023.1101.0368

Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82–85. Retrieved from https://www.researchgate.net/publication/281346682_Teacher_Self-Efficacy_as_a_Function_of_Student_Engagement_Instructional_Strategies_and_Classroom_Management

Sibomana, J. P., & Ndayambaje, I. (2024). Teachers' professional development and job performance in public secondary schools of Kicukiro District, Rwanda. African Journal of Empirical Research, 5(3), 444–459. https://doi.org/10.51867/ajernet.5.3.39

Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651. https://doi.org/10.1257/aer.102.7.3628

UNICEF Somalia. (2020). Education sector analysis: Somalia. UNICEF Somalia. Retrieved from https://www.unicef.org/somalia/education

Ullah, S. Z., & Farooq, M. S. (2008). Effectiveness of teacher education programmes in developing teaching skills for secondary school teachers. Journal of Quality and Technology Management, 4(1), 1–12. Retrieved from https://eric.ed.gov/?id=ED506773

Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903. https://doi.org/10.1002/sce.21027

World Bank. (2005). Education and post-conflict reconstruction. World Bank. Retrieved from https://openknowledge.worldbank.org/server/api/core/bitstreams/37d24d31-85fa-5b0a-bc2a-6a5d0c86a5ae/content

World Bank. (2022). The learning crisis: Ending learning poverty and building skills globally. World Bank Group.

Dowloads

Pubblicato

2026-09-03

Fascicolo

V. 13 N. 8 (2026)

Sezione

Articles

Licenza

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).