International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 11, Issue 6 (June 2024), Pages: 205-214

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 Original Research Paper

Teachers' role in implementing the Somali primary school curriculum in Mogadishu, Somalia

 Author(s): 

 Abdirahman Ibrahim Abdi *, Mohamed Osman Abdi Idris

 Affiliation(s):

 Faculty of Education, SIMAD University, Mogadishu, Somalia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0009-0004-2935-7510

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.06.022

 Abstract

This study investigated the key factors influencing teachers' roles in implementing the primary curriculum in Mogadishu, Somalia. It explored the impact of Teacher Training and Qualifications (TTQ), Resource and Support (RS), and School Leadership and Culture (SLC) on Teacher Motivation (M) and its role in curriculum execution. A probability sampling method was used to select a representative sample of 322 teachers from a population of 2000, ensuring a broad perspective. The research employed Structural Equation Modeling (SEM) via the SEMinR software for analysis, supplemented by descriptive statistics to summarize the data. The analysis aimed to validate the measures, distinguish between constructs, and test the developed hypotheses. The results confirmed the significance of TTQ, RS, SLC, and Teacher Motivation in curriculum implementation, rejecting the null hypotheses with p-values significantly below the 0.05 threshold. The findings underscore the necessity of enhancing teacher training, resource provision, leadership, and motivation to improve curriculum implementation and educational quality.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Curriculum implementation, Teacher training and qualifications, Resources and support, School leadership and culture, Teacher motivation

 Article history

 Received 9 February 2024, Received in revised form 8 June 2024, Accepted 11 June 2024

 Acknowledgment 

The authors would like to thank SIMAD University for its encouragement and kind financial assistance in carrying out this research study. We also want to thank everyone who made the effort to help us gather accurate data from Mogadishu Secondary School.

 Compliance with ethical standards

 Ethical considerations

This study was conducted in accordance with ethical standards. Informed consent was obtained from all participants, and their confidentiality was strictly maintained.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Abdi AI and Idris MOA (2024). Teachers' role in implementing the Somali primary school curriculum in Mogadishu, Somalia. International Journal of Advanced and Applied Sciences, 11(6): 205-214

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

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