The main purpose of this study was to examine the contribution of school cluster basedrntrainings in enhancing professional competence of primary school teachers in North ShewarnZone of Amhara Region. The research attempted to answer four basic research questions. Arncausal-comparative research method was employed. Besides, four groups from four Woredasrnwere selected for this study. These groups were: l-non-NGO support receiving CRC teachersrngroup from Ankober Woreda, 2-BESO (Basic Education Strategic Objective) supported CRCrnteachers group from Basona Worana Woreda,3-ADA (Amhara Development Association)rnsupported CRC teachers group from Moretna Jirru Woreda and,4- non-CRC participatingrnteacher group from Minjar-Shenkora Woreda. From these groups, the non-CRC participatingrnteachers group was considered as control group to compare the contribution of CRCs. Thernnon-NGO support receiving CRC group also served as control group to measure therncontribution of NGO interferences in CRCs. From the four sample groups, eight schools (twornfrom each) were reached and a total of 52 (40.3 percent) primary school teachers werernselected based on availability sampling techniques. To meet the purpose of this research, fourrntypes of data collection instruments; training inventory form, document & classroomrnobservation rating scales, questionnaire and interview guide were utilized. The collected datarnwas also analyzed using percentage & mean scores. Besides, comparison was made betweenrneach experimental and control groups using one-tailed t-test . The result shows that thernpackage of training provided was found to be consistent with the planned training topics. Inrnaddition, it was found that in nine out of eleven performance indicators utilized, CRCrnparticipating teachers exhibited mean scores of above the expected mean which indicate thatrnthe training in CRCs has brought the desired impact on professional competence of primaryrnschool teachers. In comparing attained mean scores of CRC participating teachers with thatrnof non-CRC participating teachers, the positive difference recorded by CRC participatingrngroup was a result of participating in CRe. The attained mean scores of the three CRCsrnparticipating teachers groups revealed that NGO supported teachers groups exhibited betterrnperformance than the non-NGO supported CRC teachers group. Moreover, the variedrnsupports given to CRCs resulted in varied results of teachers' performance. Finally, thernfinding of this study proved that school cluster system contributed in improving the levels ofrncompetence of teachers in the study areas of this research.