The contribution of in-service teacher training programs on teacher performance in selected secondary schools in Mogadishu City,Somalia.

Abstract

This study investigated the contribution of in-service teacher training programs to teacher performance in selected secondary schools in Mogadishu, Somalia, focusing on induction, mentoring, and training workshops. Guided by Frederick Taylor’s Theory of Scientific Management, the study employed a mixed-methods design, drawing quantitative data from 70 teachers and qualitative insights from a manager of Gaheyr teacher training college, an Inspector of Schools, and head teachers. Quantitative data were analyzed using descriptive statistics, correlation, and regression, while qualitative responses were examined thematically. Findings revealed that in-service training significantly improved teacher performance, though with varying levels of influence. Induction enhanced lesson planning, classroom management, and confidence (M = 3.56, SD = 1.20; r = 0.612, p < 0.01), explaining 37.5% of performance variance (β = 0.563, p < 0.001). Mentoring contributed positively (M = 3.68, SD = 1.10; r = 0.547, p < 0.01), accounting for 29.9% of variance (β = 0.511, p < 0.001), though its effect was limited by inconsistent implementation. Training workshops had the greatest effect (M = 3.92, SD = 1.05; r = 0.701, p < 0.01), explaining 49.1% of variance (β = 0.703, p < 0.001). A combined model showed that the three interventions explained 65.8% of performance variation, confirming their collective importance, with workshops as the strongest predictor. The study concludes that induction, mentoring, and workshops are complementary in enhancing instructional delivery, classroom management, and professional confidence. It recommends strengthening induction, institutionalizing mentoring, and ensuring workshops are frequent, practical, and relevant. Teacher training should thus be regarded as a strategic necessity for improving educational quality and rebuilding Somalia’s post-conflict education system.