The Contribution of School Cluster System in Enhancing Professional Competence of Teachers: a Case of Primary School Teachers of North Shew A, Amhara Region

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Addis Ababa Universty


The main purpose of this study was to examine the contribution of school cluster based trainings in enhancing professional competence of primary school teachers in North Shewa Zone of Amhara Region. The research attempted to answer four basic research questions. A causal-comparative research method was employed. Besides, four groups from four Woredas were selected for this study. These groups were: l-non-NGO support receiving CRC teachers group from Ankober Woreda, 2-BESO (Basic Education Strategic Objective) supported CRC teachers group from Basona Worana Woreda,3-ADA (Amhara Development Association) supported CRC teachers group from Moretna Jirru Woreda and,4- non-CRC participating teacher group from Minjar-Shenkora Woreda. From these groups, the non-CRC participating teachers group was considered as control group to compare the contribution of CRCs. The non-NGO support receiving CRC group also served as control group to measure the contribution of NGO interferences in CRCs. From the four sample groups, eight schools (two from each) were reached and a total of 52 (40.3 percent) primary school teachers were selected based on availability sampling techniques. To meet the purpose of this research, four types of data collection instruments; training inventory form, document & classroom observation rating scales, questionnaire and interview guide were utilized. The collected data was also analyzed using percentage & mean scores. Besides, comparison was made between each experimental and control groups using one-tailed t-test . The result shows that the package of training provided was found to be consistent with the planned training topics. In addition, it was found that in nine out of eleven performance indicators utilized, CRC participating teachers exhibited mean scores of above the expected mean which indicate that the training in CRCs has brought the desired impact on professional competence of primary school teachers. In comparing attained mean scores of CRC participating teachers with that of non-CRC participating teachers, the positive difference recorded by CRC participating group was a result of participating in CRe. The attained mean scores of the three CRCs participating teachers groups revealed that NGO supported teachers groups exhibited better performance than the non-NGO supported CRC teachers group. Moreover, the varied supports given to CRCs resulted in varied results of teachers' performance. Finally, the finding of this study proved that school cluster system contributed in improving the levels of competence of teachers in the study areas of this research.



Primary School Teachers