Determinants of education quality in secondary schools in Mogadishu Somalia using partial least squares structural equation modeling

Education quality remains a critical challenge in developing and post-conflict countries, including Somalia, despite substantial improvements in access to secondary education. However, empirical evidence examining the combined associations of key educational determinants with education quality within the Somali context remains limited. This study examined the associations of teacher competence, favorable student–teacher conditions, curriculum relevance, and parental involvement with education quality in secondary schools in Mogadishu, Somalia. A quantitative cross-sectional survey design was employed, and data were collected from 239 respondents comprising students, teachers, parents, and school administrators selected through simple random sampling within the participating schools. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory reliability and validity. The structural model showed significant positive associations between curriculum relevance (β = 0.303, p < 0.001), favorable student–teacher conditions (β = 0.273, p < 0.001), parental involvement (β = 0.213, p = 0.015), teacher competence (β = 0.122, p = 0.038), and education quality, supporting H1–H4. The model explained 58.5% of the variance in education quality (R 2 = 0.585), indicating moderate explanatory power. The findings are consistent with the Education Production Function Theory and Systems Theory by demonstrating that education quality is associated with interconnected instructional, classroom, curricular, and family-related conditions. The study contributes context-specific evidence from Somalia and highlights the relevance of strengthening secondary education quality to sustainable development, particularly Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education and lifelong learning opportunities. The findings suggest that strengthening curriculum implementation, teacher professional development, favorable student–teacher conditions, and school–parent partnerships can support Somalia’s progress toward a more resilient and sustainable education system.