Educational Research International Vol. 4(1) February 2015 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Copyright © 2015 SAVAP International ISSN: 2307-3721, e ISSN: 2307-3713 www.savap.org.pk 22 www.erint.savap.org.pk Teacher Quality and Student Achievement at Secondary Stage in Mogadishu Somalia Abdullahi Salad Mohamud 1 , Mohamed Muhumed Abdulle 2 Faculty of Business and Accountancy, SIMAD University, SOMALIA. 1 Abdullahisalad70@gmail.com, 2 Profmangos@gmail.com ABSTRACT This study was conducted to find out the relationship between teacher quality and student achievement at secondary stage in Mogadishu. Teacher quality is the most important school resource input. This study delimited its scope to the three indicators of teacher quality i.e. academic qualification, in-service refresher courses or trainings, and teacher experience. The Population of the study comprised 10 selected secondary schools in Mogadishu. A total of 80 teachers, 8 teachers from each school were randomly selected as the sample of the study. The study identified the teacher quality through a questionnaire for teachers. The study employed the use of both descriptive and correlation research design to establish the nature of the relationship. To analyze the data, the Pearson correlation statistical tool was used with the aim of establishing the relationship between teacher quality and student achievement at secondary stage in Mogadishu. The data were summarized at school level and then analyzed collectively. Stepwise Correlation analysis was used to find out the relationship between teacher quality and student achievement at secondary stage. The study found that the quality level of Mogadishu secondary teachers is a good level. The study also found that there is a significant relationship between teacher quality and student achievements at secondary stage in Mogadishu. The study found that 90% of Mogadishu secondary teachers are male, only 10% are female, so it recommends increasing number of female teachers to encourage the Somali Keywords: Teacher Quality, Student achievement, Training, Qualification and Experience INTRODUCTION Teacher quality is the most important factor that inhibits the achievement of the student and that most teachers lack adequate background knowledge in the fields they are asked to teach or sufficient skills for the students they need to teach; Teacher quality characteristics such as certification status and degree in the field to be taught are very significantly and positively correlated with student achievement. If teachers are properly trained, it is expected that they may be effectively effect to the student achievement (Arshad , Dahar, Tahira , & Ahmad, 2011). The effect of the teacher quality on student achievement is the subject of this paper. Teacher quality is the important school resource input that can influence student achievement effectively and positively (Cummings & Tonningen, 2003). There are many indicators that can be measured the teacher quality such as: teacher academic qualification, professional qualification, in-service refresher courses or training, teacher experience, teacher salary and many others. Student achievement is closely tied to processes of recognizing, promoting, inspecting, and, ultimately, rewarding or punishing schools and teachers. There are indicators that can be