Abukar Mukhtar Omar Abdu Kisige


The study aimed to investigate quality instructional supervision and its effect on the quality of teaching and learning in private higher education institutions in post-conflict Somalia. This was owing to the phenomenon that quality instructional supervision is very crucial for the success of all university institutions, and if properly succeeded, such practice is apt to ensure the quality of teaching and learning, hence the realization of one of the core functions of higher education institutions. The literature review focused mainly on quality instructional supervision; and how it related to quality teaching and learning in different empirical and theoretical contexts. The study employed a non-experimental, descriptive, and cross-sectional design involving a quantitative paradigm. A total of 253 academic staff members were randomly chosen to participate in the study, with one objective and one hypothesis. The Linear Regression Model was used to test the study hypothesis (F = 5.991, p = 0.017, p > 0.05). The findings, therefore, revealed that quality instructional supervision determines the quality of teaching and learning in private institutions of higher learning in Somalia, henceforth enabling graduates to be equipped with necessary and handy skills of the 21st century relevant to the demands and needs of the worldwide competition. It recommended that managers of higher education institutions need to consider taking institution administrators (Deans, Heads of Departments, and Subject Unit Coordinators) through pedagogical instructional supervision training through which administrators could transform their knowledge and put to full utilization of the knowledge and skills acquired during their training, thereby developing lecturers equipped with necessary 21st Century teaching skills relevant to students’ learning demands and needs of the worldwide competition.


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How to Cite

Assuring Quality of Teaching and Learning through Quality Instructional Supervision. A Case of Private Higher Education Institutions in Post-Conflict Somalia. (2023). Journal of Namibian Studies : History Politics Culture, 33, 3102–3112. https://doi.org/10.59670/jns.v33i.682

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