Historical Influences on Students’ Perceptions of the Teaching Profession in Somalia

Mahad Salad Mohamud
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Mahad Salad Mohamud: Galmudug Teacher Training College. Somalia.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 2672-2677

Abstract: The analysis in this paper focuses on the historical determinants of students’ perceptions of the teaching profession in Somalia. It examines how colonial legacies, national reforms post-independence, and local socio-political instability have influenced the teachers’ current positioning and societal representation of teachers. Teaching was once among the most respected professions in Somalia. However, recruitment drives during the colonial era and years of civil strife have undermined its status, transforming it from a dream career into a last resort. This paper identifies the critical historical influences that have shaped students’ attitudes toward teaching by analyzing various academic sources, including books, articles, surveys, interviews, and observations. The results reveal that the colonial inheritance of broken educational systems, the lack of preparedness of the teaching workforce, poor remuneration, and poor terms of service are some of the reasons for the low image of the teaching profession. Additionally, the political instability and continuous socio-economic challenges have exacerbated these issues, leading to a further decline in the profession’s appeal. The paper concludes by underlining the urgent need for systemic reforms affirming the profession’s importance and ensuring that teaching attracts natural talent through high-quality teacher education, better compensation, and a national policy framework. These reforms matter for the quality of education and the long-term sustainability of the teaching profession in Somalia. Furthermore, the study emphasizes the necessity of community engagement and support to uplift the teaching profession. Building a robust support system for teachers, including professional development opportunities and improved working conditions, is crucial. Addressing historical grievances and promoting a positive image of the teaching profession can inspire a new generation of educators committed to transforming education in Somalia.

Date: 2024
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