Dissertation (MA Education)This study examined the impact of school-based instructional supervision on teaching and learning in Primary Schools in Tanzania. The study was guided by the Scientific Management and Human Relations theories. The study was mainly qualitative with quantitative aspects. A cross-sectional design was used and data were collected in Dodoma Municipal Council through questionnaires, interviews and documentary reviews. The data were collected from 102 respondents; 60 teachers, 20 heads of departments, 10 assistant head teachers, 10 head teachers, Municipal Chief Inspector of schools and the Municipal Education Officer. The findings indicate that school supervisors provided the assistance and support through classroom visits, observation and discussion from which teaching challenges were identified and addressed. Supervisory styles such as expert supervision, pairs and group supervision, supervision between experienced and inexperienced, one-toone supervision between novice and senior, team teaching, self-directed supervision and departmental meetings were perceived to be important in improving teaching and learning. The study also revealed that teachers were well oriented and aware of the significances of the SBIS. The challenge was that school supervisors had no guidelines for effective supervision practices in their schools. It is recommended that the government and stakeholders need to invest in SBIS by providing the needed training, guidelines and resources to the school supervisors and schools. Classroom observation needs to be a major focus for the school-based supervisors in order to discern the area of weaknesses if the aim is to improve teaching and learning practices