This study investigates the impact of the school environment, specifically school
physical infrastructure (SPI) and school management and leadership (SML), on
the provision of quality education (QE) in Mogadishu, Somalia. Guided by the
Educational Effectiveness Theory, the research examines the interconnected roles
of SPI and SML in fostering an educational framework conducive to academic
achievement. A quantitative research design was employed, involving surveys of
238 respondents from secondary schools in Mogadishu, including school principals,
teachers, and parents. The study utilized SPSS and R for data analysis, including
measurement modeling, reliability testing, and path analysis. The findings reveal
that both SPI and SML significantly influence QE, with SPI exerting a stronger
impact (β = 0.491, p = 0.000) compared to SML (β = 0.350, p = 0.000). Adequate
infrastructure—spanning classrooms, libraries, and laboratories—directly enhances
students’ learning experiences and academic performance. Simultaneously, effective
leadership practices, such as strategic decision-making and resource allocation,
foster collaborative school cultures that support educational excellence. Structural
models confirmed the reliability and validity of these constructs while underscoring
their distinct yet interrelated roles. The study highlights the challenges faced by
schools in Mogadishu, including inadequate infrastructure and weak leadership,
and proposes targeted recommendations. These include investments in physical
infrastructure, capacity-building for school leaders, community collaboration,
equity promotion, monitoring mechanisms, and teacher development programs.
By addressing these areas, stakeholders can create a holistic and sustainable
framework for improving educational quality in Mogadishu.