Abstract:
The main purpose ofthis study was to examine the contribution ofschool clusters system
in enhancing professional competence ofprimary school teachers in North Shewa of
Amhara region. To accomplish this purpose the study employed a descriptive survey
method.
The participants ofthe study were teachers (343), principals (25) and cluster
supervisors
(5) of the jive schools clusters. They were selected using cluster random
sampling.
To meet the objective ofthis research, questionnaire and structured interviews
were used as data collection instruments.
The collected data was analyzed using
percentage.
The study in its findings reflect that: teachers did not receive fruitful support
by the implementation
ofschool cluster system and their professional competence did not
improved because
ofcluster based training and experience sharing; the CRCs are under
capacity with regard
to financial support, applicable and need based training, motivating
teachers, skilled human power, and awareness
to do action research to solve problems
locally; the managerial functions (planning, organization &stafjing, and monitoring and
evaluation)
ofschools CRCs are not well practiced; the implementation ofpurposes and
strategies
ofschool clustering were not well known and practiced by the school actors
(supervisors, principals and teachers).
The study, therefore, recommends that adequate
awareness creation should
be done on the purposes, strategies, and responsibility of
CRCs to the stakeholders. Cluster based in-service trainings and meetings should
emphasis on building capacity
ofteachers in terms ofthe teaching-learning process.
