Abstract
<title>Abstract</title> <p> Education quality remains a critical challenge in developing and post-conflict countries, including Somalia, despite substantial improvements in access to secondary education. However, empirical evidence examining the combined influence of key educational determinants within the Somali context remains limited. This study examined the effects of teacher competence, student–teacher ratio, curriculum relevance, and parental involvement on education quality in secondary schools in Mogadishu, Somalia. A quantitative cross-sectional survey design was employed, and data were collected from 239 respondents, comprising students, teachers, parents, and school administrators selected through simple random sampling. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory reliability and validity, while the structural model revealed that all four determinants significantly influence education quality. Curriculum relevanceexhibited the strongest positive effect (β = 0.303, <italic>p</italic> < 0.001), followed by student–teacher ratio (β = 0.273, <italic>p</italic> < 0.001), parental involvement(β = 0.213, <italic>p</italic> = 0.015), and teacher competence (β = 0.122, <italic>p</italic> = 0.038). The model explained 58.5% of the variance in education quality (R² = 0.585), indicating moderate explanatory power. The findings support the Education Production Function Theory and Systems Theory by demonstrating that education quality is shaped by the interaction of instructional, institutional, and family-related factors. The study contributes context-specific evidence from Somalia and recommends strengthening curriculum implementation, enhancing teacher professional development, maintaining appropriate student–teacher ratios, and promoting stronger school–parent partnerships to improve the quality of secondary education. </p>