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In-service professional development of teachers plays prominent roles in determining quality education in any country. Professional development of teachers has become fundamental to education system in developing African countries. This study evaluated the use of clusters system as one of the in-service professional development approaches for teachers in South African high school. Andragogy theory was used as theoretical framework to underpin the study. Questionnaire was administered with 40 teachers; 3 Heads of Departments were engaged in semi-structured individual interviews while 5 teachers were engaged in a focus group interview. Findings revealed that clusters system existed among the various subject-teachers, and these clusters were beneficial to teachers; classroom practices were enhanced, and teachers could be supported by experienced colleagues. However, findings revealed that contents of these meeting were not relevant to the teachers, there was no proper monitoring or followup on the teachers’ activities there. The study therefore recommends that clusters system should be well structured to attend to classroom needs of the teachers, while proper follow-up mechanisms should be put in place.

Correlations Between Effective Teachers’ Clusters System and Enhanced Classroom Practices in South Africa