Collaboration among Teachers in Cluster School System: Its Influence on Professional Development, Teaching Practices

Abstract

This research investigates the impact of the school cluster system on the professional development of teachers in rural areas of taluka Kingri, district Khairpur Mir’s, Pakistan. This system, introduced to enhance quality education through collaboration and shared resources, plays a vital role in professional development of teacher training programs and teaching learning strategies improvement. Using a qualitative research approach based on phenomenology, data was collected through semi-structured interviews with key stakeholders, including FPs, GTs, SCs, and mainstream teachers. The results shows that the cluster school system improves professional development by facilitating collaboration, peer learning, and professional development training programs.  Resource-sharing networks, decentralized decision-making, and supportive learning environments benefit the teachers. However, many challenges obstruct its effectiveness, including the unclear policy structure, resource constraints, and geographical barriers. The research shows the need for improved policy implementation, increased funding, and inclusive practices to maximize the benefits of the school cluster system. The study contributes to the give a talk on rural education reforms, stressing the importance of teacher collaboration and professional development. It provides valuable insights for policymakers, educators, and stakeholders seeking to improve the effectiveness of the cluster school model. Future research should focus on long-term outcomes and strategies for improving the sustainability of the system in resource-limited settings.