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Assessment of the Guidelines Followed in the Use of Capitation Grants and Their Influence on Management of Secondary School in Arusha District Council, Tanzania


Rehema H. Kaziri
Christine Elisante Mnjoava

Abstract

The study assessed the guidelines followed in the use of capitation grants and their influence on management of secondary school in  Arusha District Council. Specifically, the study highlighted the guidelines followed in the allocation and the use of capitation grants and  strategies for improving the use of capitation grants for effective management of public secondary schools in Arusha District.  Contingency Theory guided the study. The study employed mixed approach methods, especially convergent parallel design. The target  population of 1120 comprised 1050 teachers, 35 school heads and 35board chairpersons. The sample size was composed of 105 teachers,  9 school heads and 9 board chairpersons. Validity and reliability (r= 0. 831) of instruments was determined before they were administered  to the target sample. Data were collected by using questionnaires and interview guide and were analysed using descriptive  statistics for quantitative data in the SPSS version 25, and qualitative data were analysed through the content analysis  method. The study found that grants are often allocated based on students’ enrollment to ensure equitable distribution of resources;  and schools must submit periodic financial reports to the relevant education authorities detailing how the grants have been utilized. In  conclusion, the guidelines for allocating capitation grants are critical particularly in shaping the financial and administrative practices of  public secondary schools. It was recommended that there is a need for the government to train school heads, develop and disseminate  clear and detailed guidelines for grant utilization to ensure all schools understand the requirements and expectations. 


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eISSN: 2520-7504
print ISSN: 2663-6514