Effect of In-Service Teacher Training on Skill Improvements Among Somaliland Teachers

Abstract

Effect of In-Service Teacher Training on Skill Improvements Among Somaliland Teachers. This study investigated the impact of in-service teacher training participation and its duration on teacher skill, teaching confidence, and student performance in Somaliland. Using multiple linear regression analysis, the findings consistently revealed that attending training significantly and positively influenced teacher skill development (β = 0.805, p < 0.001), teaching confidence (β = 0.584, p < 0.001), and student performance (β = 0.406, p = 0.004). In contrast, the duration of training was not a significant predictor in any of the models. The data further explored barriers preventing teachers from accessing professional development. The most frequently cited challenges were transportation issues (27.3%) and financial constraints. Lack of information and time limitations were also notable barriers. Most training was organized by the Ministry of Education (26.1%) or individual schools (20.5%). These results highlight the critical role of simply attending professional training over its length in fostering teacher growth and improving student outcomes.