Teachers’ and Administrators’ Perceptions on the Provision and Utilization of Capitation Grants in Public Secondary Schools in Dodoma
Grace Samweli & David Opanga
Education Department
St John’s University of Tanzania
Email: samwelgrace638@gmail.com
Abstract: The purpose of this study was to explore teachers’ and school administrators’ perceptions regarding the provision and utilization of capitation grants in public secondary schools in Dodoma City, Tanzania. This study was motivated by persistent concerns raised in education reports and prior research indicating that, despite substantial government investment through capitation grants, many schools continue to face shortages of essential teaching and learning resources, delayed disbursements, and gaps in financial accountability, all of which hinder the intended impact of fee-free education on learning outcomes. The study involved 18 participants, including teachers and school administrators. A qualitative research approach was adopted, employing a phenomenological design to capture the experiences and perspectives of participants. Data was collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns and insights. The findings revealed that, although the capitation grant disbursement process is structured, challenges such as delayed funds, inadequate grant amounts, and bureaucratic bottlenecks hinder the effective utilization of these grants. Positive practices, such as participatory budgeting, transparency through financial reporting, and the involvement of school stakeholders, were identified as enablers of effective grant management. The study concludes that despite the existence of well-established financial procedures, the impact of capitation grants remains limited by structural and administrative inefficiencies. It is recommended that the government improve the timeliness and adequacy of disbursements, provide financial management training to school leaders, and promote stakeholder engagement to strengthen transparency and accountability in school financial practices.
