Using clusters system as an effective teachers’ professional development for improved instructional development

Abstract

This research study was conducted to ascertain the impact or rationale for use of clusters system as effective in service professional development to improve classroom instructions of teachers in Nigerian context. Different research studies have unfolded the shortcomings of several approaches to teachers’ education, their incapacitation to effect needed or improved classroom performance. This study aimed at establishing the effectiveness of clusters system as an approach to improve classroom teaching and learning of various subjects in education system. Theoretical framework for this qualitative study was andragogy with generated data from 80 Economics teachers, and 6 Economics teaching Heads of Department in the Education District I and II, Lagos State, Nigeria. Data was generated from focus group and individual interviews to get in depth findings on clusters system. Findings from this study proved that clusters system promote significant improvement in classroom instructional delivery of the teachers. It was also established that teachers can learn and adopt practical approach to teach the subject in the peculiar context of their schools. Teachers were able to be mentored and assisted on difficult challenges in the teaching and learning of the subject.

Keywords: Instructional development, clusters, mentoring, networking, teacher education