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
Losinoni Secondary School, Arusha
Email: rehemakaziri123@gmail.com
Christine Elisante Mnjokava
St. Augustine University of Tanzania (SAUT), Arusha.
Email: cmnjokava@yahoo.com
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 35 board 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.
