The role of school cluster system as a support service for teachers: A case of Oluno circuit in the Oshana region of Namibia

The study sought to investigate views of respondents on how the school cluster system serves as a teachers‟ support service with the ultimate goal to improve learners‟ academic performance and teachers‟ professional development. The study used a qualitative approach and adopted a case study research design. The study involved three Cluster Centre Principals (CCPs), two Satellite School Principals (SSPs) and five teachers from secondary schools. Data were mainly collected through semi-structured interview guide and semi-structured questionnaire, supplemented by document analysis. Semi-structured interview guide were administered on the Cluster Centre Principals (CCPs) and Satellite School Principals, while semi-structured questionnaires were administered to teachers. Qualitative data were analysed using content analysis on emerging themes that guided the analysis. Research ethics was maintained by ensuring that confidentiality, right to self-autonomy, privacy, were observed and informed consent was obtained from respondents. The study revealed that the school cluster system could become a forum to accord teachers an opportunity to creatively develop and generate ideas on best ways to facilitate learning, concepts in subject areas, and develop teaching and learning materials. However, it also emerged that CCPs needed to know more of their responsibilities and roles in terms of providing teacher support services. Furthermore, it was established from the findings of the study that school cluster system is not guided by a policy framework, but rather is operating in a vacuum. The study concluded that in the absence of the school cluster policy successful implementation school cluster system as a teacher support service hampered. Despite the identified challenges, school cluster system was perceived to be a noble initiative aiming at promoting support services for teachers‟ professional growth. As a result the study recommended the development of the school cluster policy and that CCPs should receive induction in order to increase their commitment and job satisfaction to assist teachers‟ professional growth and quality service delivery of teaching. The researcher further recommended for a future study a critical examination on the effectiveness of the school cluster system in Namibia.

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2018

Author dc:creator

• Nakambonde-Daniel, Johanna

• Cluster support system

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/2631

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/2631