Dissertation (MA Education)This study aimed at identifying the role of parent-teacher meetings in improving secondary school student's academic performance with reference to North “A” Unguja district in Zanzibar. Epstein Theory of Overlapping Spheres of Influence of 1996, and the System theory developed by Ludwig Von Burtalanffy in 1986 were employed in this study. In addition, the study employed a cross-sectional research design dominated by a mixed research approach. Also, the sample size of the study involved 90 respondents including 5 head teachers, 25 teachers, 25 parents and 35 students. Simple random sampling procedure was employed to select teachers, parents and students, while purposive sampling procedure was used to obtain five head teachers. The study revealed that parent-teacher meetings were highly valued to increase secondary schools students' academic performance through support from parents and school community and when there were clear follow-up plans to agreed aspects in the meeting. On the other hand, it was exposed that such meetings were valued to be a catalysts toward increasing teachers working commitment and accelerated students' engagement in their learning activities. More importantly, the meetings were also appreciated to be an important opportunity to improve teachers understanding of students' environment which enabled them to assist students effectively in their studies. The study recommended that, schools should ensure conducting parentteacher meetings effectively so as to achieve the goal of improving secondary school students' academic performance.