Quality and Productivity of Teachers Among Private Secondary Schools in Mogadishu, Somalia

This thesis aims to investigate the quality and productivity of teachers among private secondary schools in Mogadishu, Somalia. The study recognizes the critical role of teachers in providing quality education and examines the factors that contribute to their effectiveness and productivity. Through a comprehensive analysis of existing literature, empirical research, and interviews with teachers and school administrators, this study seeks to shed light on the current state of teaching in private secondary schools in Mogadishu. The research methodology employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The quantitative data were collected through a structured questionnaire administered to a sample of teachers from different private secondary schools in Mogadishu. The qualitative data were gathered through in-depth interviews with school administrators to gain insights into the challenges and strategies for enhancing teacher quality and productivity. The findings indicate that several factors influence teacher quality and productivity in private secondary schools. These factors include professional development opportunities, teacher-student relationships, curriculum and instructional materials, classroom management, and the school environment. The study highlights the significance of ongoing teacher training and support to improve teaching practices, pedagogical skills, and subject knowledge. Furthermore, the importance of fostering a positive and conducive learning environment is emphasized to enhance teacher motivation and engagement.