Instructional Leadership Practices and Their Role in Improving Teaching Quality and Student Learning Outcomes in Higher Education Institutions, Mogadishu, Somalia

Abstract

Academic leadership has become increasingly significant in driving instructional improvement in higher education, driven by the demand for higher-quality education. Despite extensive research on instructional leadership in schools, it is poorly researched and implemented in universities, especially in fragile and post-conflict situations. The review examines instructional leadership practices and their impact on teaching standards and student learning outcomes in institutions of higher learning in Mogadishu, Somalia. Based on an analysis of peer-reviewed journal articles, policy literature, and regional research published since 2005, the review establishes that high-impact instructional leadership in tertiary education focuses not on narrow managerial control but on curriculum alignment, ongoing academic staff development, and the application of evidence-based teaching strategies. The quality of teaching has been identified as one of the core processes that connect leadership practices with student outcomes. The research provides context for policy development and for enhancing academic leadership in new systems of higher education in Somalia.

Keywords: academic leadership, higher education, instructional leadership, Somalia, student learning outcomes, teaching quality