Influence of the Amount of Funds Allocated through Capitation Grants on the Availability of Teaching and Learning Resources in Public Primary Schools in Sengerema District

Abstract

This study examined the influence of the amount of funds allocated through capitation grants on the availability of teaching and learning resources in public primary schools in Sengerema District, Mwanza, Tanzania. Guided by the Resource Dependence Theory, the study employed an explanatory sequential mixed-methods design that integrated quantitative and qualitative approaches. Data were collected from 172 respondents, including the 01 District Pre and Primary Education Officer, 03 Ward Education Officers, 11 Head teachers, and 156 Teachers, using questionnaires, interviews, and documentary reviews. Quantitative data were analyzed using SPSS version 26, while qualitative data were thematically analyzed. The findings revealed that although increased funding enhances access to essential teaching and learning resources, the adequacy and timeliness of capitation grant disbursement remain major challenges. Insufficient and delayed funding led to persistent shortages of classroom materials, compelling schools to prioritize only the most basic needs while leaving out vital teaching aids. Schools with low enrolments were particularly disadvantaged due to the per-pupil funding formula, which failed to address inflation and mid-year enrolment changes. From the perspective of Resource Dependence Theory, the study highlights how dependence on external funding creates vulnerability, forcing schools to adopt coping strategies such as reallocating funds, borrowing from suppliers, or relying on parental contributions. The study concludes that effective teaching and learning cannot be achieved without timely, sufficient, and well-managed financial support. It recommends that the government should increase capitation grant amounts, ensure timely disbursement, revise the per-pupil funding formula, strengthen financial management capacity at the school level, and enhance accountability mechanisms. Schools are further encouraged to diversify resource mobilization to reduce over-dependence on government funding.