Effectiveness of cluster supervision and factors influencing its success: Insights from secondary schools in Southern Ethiopia

Abstract This study assessed the effectiveness of cluster supervision in enhancing teachers’ professional development in government secondary schools of Southern Ethiopia. A concurrent embedded mixed-methods design was employed, and both quantitative and qualitative were used. The study involved 172 teachers and 80 department heads, and 20 principals and vice-principals included purposefully. Also, 10 cluster supervisors and five district education experts were purposefully included for the interviews. Data were collected through questionnaires, interviews, and documents. Descriptive and inferential statistics (Pearson Correlation and Multiple Linear Regression were used for analysis). The findings revealed that cluster supervision effectiveness was at a low level. Also, teachers viewed pedagogical support as low, while attitude towards cluster supervisory process was moderate. The Pearson correlation analysis revealed a negative and weak relationship between urban setting (r=-.175), while pedagogical support (r=-.545) and teachers’ attitude (r=,604) had a negative and moderate relationship with cluster supervision effectiveness. Regression analysis revealed that teachers’ value relevance and quality of the cluster supervision process, but, it failed their expectation. In conclusion, cluster supervisory practice was inadequately addressing teachers’ professional developmental needs. Teachers viewed the supervisory practice as a way to look for errors; hence, they were likely to mask their weaknesses and fail to seek help to improve their classroom practices. The negative impression indicates a systemic problem in supervisory practices that requires strengthening the professional capacity of supervisors, promoting collaborative and supportive supervisory approaches, and aligning supervisory practices with teachers' professional developmental needs to ensure delivery of quality education.