Dissertation (MA Education)This study aimed at investigating the effectiveness of professional development practices for primary school teachers in Tanzania, specifically, with a focus on the school-based Inset-PST in Bagamoyo District. The study addressed three research questions, namely: (i)What are the achievements of the school-based Inset-PST programme in empowering primary school teachers in teaching and learning approaches? (ii) What are teachers’ views on the relevance and benefits of the school-based Inset-PST programme? (iii) What is the impact of school-based inservice- PST programme for primary school teachers in improving the quality of teaching and learning in schools? The study employed a mixed-method research approach to obtain data from a sample of 60 study participants who included;50 primary school teachers, 5 Head Teachers from five primary schools, 1 District Education Officer and 4 Education officials from MOEVT and PM-RALG. Data were collected through questionnaires, interviews, FGD and documentary review. The study findings revealed that the Inset-PST programme was successful as teachers gained pedagogical knowledge and skills on how to facilitate children’s learning by applying appropriate teaching and learning strategies. The study revealed that the programme is useful in transforming classroom practice as teachers who had attended the programme could organize better the lessons and prepare well the teaching and learning materials required for specific lessons in their class.The study concluded that the school-based Inset-PST programme for primary school teachers is an important avenue for teachers to improve their instructional strategies, hence improvement of the quality of learning. . The study recommends the nationwide professional development programme for all primary school teachers aiming at supporting them improve their pedagogic skills as well as subject content mastery.