This sludy atlempled to investigate the real status anellor problems and outcomes ofrnorganization and management of teachers in Cluster-based in-service training (CBlT) inrnwest GOJjam Administrative zone, Amhara Regional State. The difference in the report ofrnleachers, principals, supervisors and Woreda, Zone and Region Education Officials onrnthe management of teachers in CBlT due to CBlT contribution to professionalrndevelopment, problems that hinder the program and differences of management ofrnteachers in CBlT with respect to sex, qualification, way of clustering and years ofrnteaching experience were explored. 732 teachers, 50 principals, 35 supervisors fromrnprimary school clusters and 5 offiCials were the subject of the study. Subjects of the studyrnwere selected by using stratified random sampling technique respect to way of clustering,rnsex and qualification from teachers, principals, and supervisors, while EducationrnOffiCials were selected by using pwposeful random sampling technique. Two measuringrninstruments were used to gather the required data for the study. These are Teachers ',rnPrincipals' and Supervisors ' Self-report Questionnaire and Education Officials SemistructuredrnInterview Questionnaire. The quantitative data were analyzed using statisticalrnmethods mean, standard deviation, spearman rank-order correlation, person productrnmoment correlation, T-test, multiple and stepwise regression and analysis of variancern(ANOVA). Also the qualitative data were analyzed by using qualitative method ofrnanalysis. Analysis of the data revealed that professional development was statisticallyrnsignificant predictor of the implementation or outcome of CBlT and then CBITrncontributes to teachers' professional development. Besides, CBlT professionalrndevelopment activities were strongly correlated with objective and rationale, decisionrnmaking, leadership and planning of CElT Moreover, these independent variables werernpositively influence the implementation or outcome of CElT via professional developmentrnactivities. Female teachers ' opinions were significantly agreed than male teachers inrnCElT management (planning, leadership and decision-making). It was also found thatrnCertificate -Ieachers are more performed and agreed opinions than diploma teachersrnabout planning, deCision-making and outcome of CBIT management. Analysis of thernvariance indicated that management of teachers in CElT program management no differrnsignificantly as a result of way of clustering and leaching experience among primCllyrnschool teachers. But with respect to management functions there were a significantrndifference between them. On the other hand, the result revealed that some of the majorrnproblems that hinder the management of teachers in CBlT are lack of instructionalrncommitment, lack of institutional commitment, lack of skills and knowledge. lack of creditrnfor the given training. and lack of budget. Implication of the result are discussed andrnrecommendations are also forwarded