<![CDATA[Instructional planning is fundamental to effective teaching, yet empirical evidence from post-conflict, resource-constrained settings remains scarce. This study examined Somali teachers' ADDIE-based instructional planning practices, their perceptions of how structured planning supports teaching, and the challenges of implementation. A descriptive quantitative cross-sectional survey was conducted in May 2026 with 45 primary and secondary school teachers in Mogadishu, Somalia, selected through purposive sampling. Data were collected using a structured 15-item four-point Likert questionnaire reviewed by three academic experts and analyzed using descriptive statistics. Findings showed that teachers reported generally strong instructional planning across all five ADDIE stages, with implementation and evaluation rated higher than analysis and development. Teachers also perceived structured planning as supporting teaching practices, particularly teacher professionalism, pedagogical coherence, and instructional consistency. Primary challenges included limited professional development opportunities, technology-integration difficulties, large class sizes, insufficient preparation time, and restricted instructional resources. These perception-based findings highlight the importance of context-responsive professional development and institutional support to strengthen instructional planning competencies in resource-constrained educational settings.]]>
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