Dissertation (MA Education)The study explored the teachers’ perceptions on the implementation of Internal School Quality Assurance (ISQA) in Public Primary Schools in Tanzania using Dodoma City as a case study. Its specific focus was on the teachers’ perceptions about different activities done by ISQA, the contribution of ISQA in improving teachers’ performance, and the challenges facing the implementation of ISQA. The Human Relation Theory guided the whole process of data collection and analysis in the study. The mixed methods approach was employed whereby multiple case study design was used. There were 168 respondents as ISQA committee members, head teachers, teachers, WEO, CPSQA and CPEO. Moreover, the methods of data collection were semi-structured interview, Focus Group Discussion, Questionnaire and documents review. Furthermore, thematic analysis frame work was used to analyse qualitative data while quantitative data were analysed through SPSS version 25. It was found that teachers had a positive perception about the effectiveness of ISQA in their schools. The findings further revealed that ISQA encouraged and increased the quantity of teaching documents. It was also revealed that ISQA was ineffective in improving teaching approaches. The challenges found were the lack of time to execute ISQA activities, teachers overload, lack of ISQA guidelines and lack of knowledge and skills among the ISQA committee members in executing ISQA activities. Furthermore, school differed the ways of implementing the ISQA. Government and educational partners are recommended to invest in ISQA by employing enough teachers, providing ISQA guides, and ISQA training for the effective undertaking of ISQA activities in public primary schools.