CONTRIBUTION OF CLUSTER RESOURCE CENTERS TO TEACHERS' PROFESSIONAL DEVELOPMENT IN GOVERNMENT PRIMARY SCHOOLS OF PASTORALIST WOREDAS, BORENA ZONE

The purpose of the study was to investigate the Contribution of Cluster Resource Centers for teachers’ professional development in Government primary schools of pastoralist woredas of Borena Zone. To achieve this purpose, explanatory sequential research design was employed as it helps to describe the status of the contribution of cluster resource centers. Accordingly, 5 woredas were selected by using stratified sampling technique from 12 Cluster Resource Centers (CRCs). From the 50 primary schools, 126 teachers were selected using simple random sampling technique to represent the population. Moreover, 50 school principals were included comprehensively and 5 CRC supervisors were included purposefully. Data were collected using questionnaires, interview, observation and document analysis. Mean, weighed mean and Independent Sample t-test for p-value were used to analyze the quantitative data. The qualitative data was analyzed thematically. Consequently, the obtained findings revealed that the CRC was not effective in improving teachers’ professional development. Its extent of supporting teachers to share experience was low; it was not effective in improving the teachers’ professional developments. It did not facilitate experience sharing among the satellite schools. Moreover, in CRC, the material resource was not properly provided and it was not successful in encouraging collaborative and teamwork between resource center and community for teachers’ development. In conclusion, cluster resource center for teachers profession development is highly challenged due to the absence of teachers" commitment to work collaboratively with colleagues, the lack of follow up and monitoring, the shortage of adequate materials lack of the provision of necessary equipment, materials and resources and the other. Therefore, it is recommended that supervisors and school principals are recommended to arrange short-term trainings and discussion forums to focus on providing support for teachers in teaching profession by preparing of teaching aids, teachers should share experience to develop their skills and knowledge with teachers of satellite schools who teach common subjects by coming together at center of cluster, schools, BZED, WEO, and Community are needed to provide the cluster centers with adequate equipment, teaching materials, trained personnel and should allocate sufficient budget.