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

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.