Dissertation (MA Education)The main objective of the study was to understand effectiveness of school climate in improving the quality of secondary education in Public schools in the Bukoba Municipality, Tanzania. The study was dominated by qualitative approach, and supported by quantitative research approach by adopting correlational research design in order to investigate the influence of effective school climate and quality secondary education improvement. Open System Theory was used as guiding theory to the study. This study was conducted in 6 public secondary schools, whereby 6 heads of schools were purposively selected, whereas, 6 teachers and 7 students from each school were randomly selected. Data collection was done using such methods as questionnaire survey, interviews, focus group discussion and observation. Information collected was analyzed through content analysis for qualitative data and Statistical Package for Social Science (SPSS) for quantitative data. The findings from this study include Creation of friendly environments for learning, teachers’ professional development, enhanced students’ school engagement, improved classroom attendance, and reduction of students’ behavioural problems at schools as key factors for effective school in relation to quality education. The study recommends that, for better improvement of the quality of secondary education in public schools, there is a need for every action taken by the government of Tanzania during the planning for the provision of quality education for students to clearly and strongly observe the positive dimensions of the school climate.