The Role Of School Cluster System As A Support Service For Teachers: A Case Of Oluno Circuit In The Oshana Region Of Namibia

ABSTRACT

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 selfautonomy, 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.