The influence of capitation grants on quality education delivery in Tanzania public secondary schools during the time of inflation

Abstract

This study investigated the influence of capitation grants on quality education delivery in public secondary schools during the time of inflation in Tanzania. The study used a mixed research approach using a concurrent research design. Data were collected from four heads of school and sixty-two teachers through interviews, and questionnaires respectively. The qualitative data were analysed thematically, while quantitative data were analysed descriptively. The findings revealed that the capitation grants influence shortage and delay of teaching and learning materials; poor infrastructure; deprived implementation of extracurricular activities and health services. The study concluded that the allocation of adequate capitation grants for improving teaching and learning environments significantly influenced the management of secondary schools for quality education delivery. The study recommends the reviews of the current capitation grants allocated to secondary schools by the government of Tanzania, to match the current inflationary situation.

1. Introduction

Many countries have been funding education around the world. Why education funding? The reasons for education funding are diverse. One of the reasons is to enable all children to acquire education as a basic right regardless of their social, cultural, or economic background [1]. Another reason is that education is essential for personal gain and national economic development. Enabling an improved learning environment to ensure quality and equity in learning for all learners following the abolishment of school fees and other contributions paid by parents is among the reasons for funding education, specifically primary and secondary education. Improved learning environments include the availability of adequate teaching and learning materials, improved infrastructure, motivated teachers, and effective management of school activities. It is unknown whether the allocated capitation grants influence the improved learning environment in secondary schools.

Many developing countries, particularly African countries, including Tanzania, have reformed their education policies, introducing education funding to implement and attain the international initiatives to which the governments have been committed. Such initiatives include the Sustainable Development Goals (SDGs) to be achieved by 2030, as directed by the United Nations (UN), which required all UN members to ensure all girls and boys complete free, equitable, and quality primary and secondary education. However, in many developing countries where governments have tried to fund education, the funds are inadequate to enhance a suitable environment for quality education delivery.

Malawi was among the first countries in Sub-Saharan Africa to introduce fee-free education, which led to a rapid increase in the number of students enrolled in schools. The rapid increase in students led to inadequate grants allocated by the government, resulting in the deterioration of quality education due to a shortage of teaching and learning materials, poor school infrastructure, and a lack of teachers’ training ([2] World Bank, 2009).In the southeast states of Nigeria, there was a shortage of teaching and learning materials and facilities due to insufficient funds allocated to schools[3]. The funds disbursed to schools for purchasing teaching and learning materials in Kabwe District, Zambia, were inadequate to cater to all school requirements, and they were disbursed in a delayed manner to schools and were less than what the schools were supposed to receive depending on the number of pupils enrolled. There were discrepancies between the fund allocation and the fund disbursement [4].

The government of Kenya introduced Free Primary Education in 2003 and Free Day Secondary Education in 2008, whereby 2.5 percent of all ordinary government revenue collected in every financial year was disbursed to schools through the Board to constituencies to improve infrastructure, purchase equipment and supplies, and provide support to children with special needs [5]. However, many schools in Nairobi had inadequate instructional materials, furniture, and physical facilities due to the insufficiency of the grants allocated to schools, which mismatched the high rate of student and pupil enrolment as well as the escalated prices of teaching and learning materials, carpentry, and building materials [6,7].

In Tanzania, education funding started soon after independence to eliminate disparities that existed during colonial education, which was provided to a few Africans. However, the efforts failed in the 1980s due to economic crises caused by oil crises, low prices of coffee, drought, and the Kagera war with Uganda [8].To stabilize the situation, the government of Tanzania joined the Structural Adjustment Programme (SAP) by signing an agreement with the International Monetary Fund (IMF) and the World Bank. Through SAP, the IMF and World Bank required the government to reduce social services expenditures, including education [9]. This situation marked the introduction of cost sharing, whereby the parents were required to pay for the education of their children. The introduction of cost-sharing in education led to a declining enrollment rate, a high rate of dropouts, repetitions, and poor performance by the students. This was due to the poor economy of the households, who could not afford to pay education costs for their children[10].

The government reintroduced education funding in primary schools in 2001 and implemented it actively in 2002 to achieve the MDGs related to education [11].The government allocated 10,000 shillings as capitation grants to compensate for the abolished tuition fee and other contributions that were being paid by parents. It expanded to secondary education in 2004 under the Education Sector Development Programme (ESDP) and Secondary Education Development Plan (SEDP), which emphasized access to equity and quality education [12,13].The capitation grants in secondary schools in Tanzania were introduced to subsidize the deficit budget due to reduced school fees from 40,000 to 20,000 shillings in 2004 for the students of day schools, while in public boarding secondary schools, the school fee remained at 70,000 shillings[14].

In 2016, the government of Tanzania implemented the reformed education policy of 2014, which expanded free education from primary to lower secondary levels. Following the implementation of the policy, the government carried out the task of compensating the abolished school fees and other direct costs by allocating 20,000 shillings as tuition fee compensation for each student per year, which has to manage various activities as the guideline for the utilisation of free education grants stipulates as follows: 35 % is used for administrative expenses that include buying lesson plans, logbooks, schemes of work, paying bills for electricity and water, as well as paying allowances for school security guards and subsistence allowances, which do not exceed 10 %. 30 % is used for academic expenses, such as buying rims, chalk, and manila cards and sheets, and contributing to quality assurance, sports activities, and gear. 15 % is used for continuous assessment activities, which include running the weekly and monthly tests, terminal, annual, and mock examinations. 10 % is used for purchasing medicines and other items related to first aid. 10 % is used for minor repairs to the school buildings and furniture, such as tables, chairs, windows, and doors.

The government allocates 25,000 shillings as capitation grants for each student per year. The government retains 12,500 shillings for buying books and disburses 12,500 shillings directly to schools for purchasing teaching and learning materials, including chemicals for practical learning in science subjects, laboratory equipment, and apparatuses such as test tubes, flasks, metre bridges, and microscopes. Also, it is used to buy biological models, reagents, and specimens for practical biology. Further capitation grants are used to buy teaching and learning materials for other subjects, such as globes, atlases, maps, and pegs for teaching and learning geography [15].

However, capitation grants allocated to schools were found to be a major challenge to the heads of school in the management of schools because they were insufficient [16]. Capitation grants allocated by the government to schools were too small to manage all activities in schools [17]. It is against this background that motivated the study to be undertaken to assess the influences of capitation grants on quality education delivery in public secondary schools in the time of inflation in Tanzania. Capitation grants influence differently on availability of teaching and learning materials, maintenance of school infrastructure, management of administrative activities and motivation of teachers, hence the aim of this study is to examine to what extent capitation grants influence the parameters mentioned.

This study was guided by the following research questions:

• 1.To what extent capitation grant influences the availability of teaching and learning materials at school?
• 2.What is the influence of capitation grants on maintenance of school infrastructure?
• 3.What is the influence of capitation grants on the management of administrative activities?
• 4.To what extent capitation grant influences teachers’ motivation?

2. Literature review

2.1. Theoretical Framework

The study was guided by the Resource Dependence Theory (RDT), proposed by Pfeiffer and Salancik in 1978 [18]. The main assumption of Resource Dependence Theory (RDT) is its focus on three aspects [19]. The first aspect is that an organisation requires an environment and valuable resources to function effectively and efficiently. The second aspect is that uncertainties limit the accessibility of the resources required to effectively and efficiently implement the organisation’s activities. The third aspect is that some organisations can continue functioning depending on their internal resources in uncertain environments, while others cannot. Therefore, organisations establish resource-dependence relationships with other organisations to manage their environmental uncertainties and meet resource needs.

The assumptions of RDT help to understand how the adequate availability of an organisation’s resources is vital for effective and efficient management of an organisation’s activities in an uncertain environment. Also, the theory helps to understand how an uncertain environment affects the availability of adequate resources for an organisation’s functioning. Thus, organisations depend on other organisations to acquire resources to manage their activities.

RDT implies that secondary schools, as organisations, need resources to enable standard teaching and learning activities. Schools obtain fiscal resources from the government, such as capitation grants, to attain other schools’ resources that enhance the suitable environment for teaching and learning. Also, the capitation grant enables the implementation of other schools’ activities and improves schools’ infrastructure. Inflation (an uncertain environment) causes capitation grants to lose purchasing power, thus limiting the schools’ ability to obtain adequate resources for teaching and learning and implementing other activities.

The RDT is relevant to this study as inflation (an uncertain environment) leads to inadequate capitation grant, which causes the inability of schools to purchase adequate resources required for quality education delivery.

2.2. Emperical review

The studies of other researchers concerning this phenomenon were necessary to be reviewed to understand what other researchers have done worldwide and in Tanzania to clarify the need and contribution of the present study.

2.2.1. The influence of capitation grants on the availability of teaching and learning materials at school

Chao et al. [17] investigated the influences of capitation grants on enhancing the availability of teaching and learning resources in public secondary schools and revealed that capitation grants helped heads of schools buy lesson plans, schemes of work, log books, and pay bills for water and electricity. The study also found that the capitation grant was insufficient, which led to the inability of schools to purchase enough books, laboratory equipment, and chemicals to teach science subjects practically. However, the undertaking of the current study remains worth filling the gap on the influence of capitation grants on quality education delivery in times of inflation. Ajani et al. [20] conducted a study about the role of capitation grants in promoting basic education in the Akatsi North District of Ghana focusing on the contribution of capitation grants for thirteen years since its introduction for enhancing basic education in public schools. The study showed that the capitation grants have increased the number of students enrolled in secondary schools and enhanced the availability of teaching and learning materials. However, there is a gap in the influence of capitation grants on quality education delivery in times of inflation; thus, there is a need to conduct the current study. Similarly, Osei et al. [21] on the effects of school capitation grants on basic school enrolment and attendance in Ghana indicated the introduction of capitation grants in schools led to increased enrolment. The study found the increased number of students without increased funds led to inadequate capitation grant and a shortage of educational materials. However, a deficiency of knowledge about the influence of capitation grant on quality education delivery in inflationary situations influenced the undertaking of the current study.

2.2.2. The influence of capitation grants on maintenance of school infrastructure

The study by Nwafor Uchendu and Akani [22] focused on the need for adequate secondary education funding in Nigeria because inadequate funding for secondary schools led to poor schools’ infrastructure, high education costs, and low staff commitment. The study found that, due to inadequate capitation grants, there was a need for alternative sources of funding for secondary schools to improve infrastructure and employment of quality teachers. However, the study confirmed that the capitation grant provided to secondary schools in Nigeria was inadequate. Pajibo and Tamanja [23] conducted a study on the influence and challenges of the capitation grant on education delivery in basic schools in Ghana. The study revealed that the introduction of the capitation grant scheme increased enrolment in basic schools that led to challenges, such as inadequate classrooms, furniture, textbooks as well as teaching and learning materials. Thus, it is vital to conduct the current study to fill the knowledge gap on the influence of capitation grants on quality education delivery in public secondary schools in the time of inflation in Tanzania.

2.2.3. The influence of capitation grants on the management of administrative activities

The study by Msoka et al. (2020) on the effectiveness of heads of schools in managing capitation grants for service delivery in public secondary schools in Hai District, established that the capitation grant provided to schools paralysed school operations and activities as the grant was insufficient to cover overall school activities. Still, the present study is important in filling the gap on the influence of capitation grants on quality education delivery in time inflation. Similarly, the study by Fidelis and Mwila [24] about financial resource management in public secondary schools revealed that the money brought by the government to school was inadequate to accomplish daily school activities as the projected budget was high compared to the amount brought at school. Shukia [15] on fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking showed that capitation grants received by the heads of schools were inadequate to meet the basic school requirements.

2.2.4. The influence of capitation grant on teachers’ motivation

The study of Chukwuaguzie et al. [3] on the influence of funding on the management of secondary schools in the south-east states of Nigeria revealed that funding has an influence on teachers’ affairs management in secondary schools as the funding enabled payment of teachers’ allowances that increased productivity and motivated them to greater commitment to the teaching process. Mohammed and Abdulai [25] a study in South Africa revealed that insufficient funding has led to the absence of allowances for teachers, poor school infrastructure such as a lack of electricity and water, as well as lack of teaching and learning materials such as textbooks, equipped libraries, and laboratories for effective teaching and learning. This has contributed to teacher job dissatisfaction, teachers’ turnover. The need for a present study remains to fill the gap on the influence of CG on the management of resources in public secondary schools during the time of inflation in Tanzania.

3. Research methodology

This study employed a mixed research approach to capture various dimensions of the influence of capitation grants on education quality amidst inflation. The quantitative research design employed in this study was descriptive to collect detailed data on the influence of capitation grants on various aspects of quality education in the context of inflation. A phenomenological design was employed to explore and understand the experiences of the heads of schools on the impacts of capitation grants on quality education delivery in times of inflation.

The target population of this study was four heads of school and one hundred sixty-three teachers from four public boarding secondary schools. The sample size of the study was four heads of school and sixty-two teachers, for a total of sixty-six respondents. The heads of schools were purposefully selected, whereas teachers were selected randomly. The face-to-face interviews were used to collect data from heads of schools; where two sessions of 30 min per each were conducted. The language used during the interview was English. Questionnaires were used to collect data from teachers. Quantitative data were analysed descriptively to obtain a measure of central tendency where the mean was obtained and to show a measure of dispassion standard deviation obtained.

Qualitative data were analysed by using inductive thematic analysis through six stages of Braun and Clarke (2006) by reading interview transcripts and listening to audio-recorded interview several times to become familiar with the content. The initial codes were generated by grouping related data. There after themes were formulated and reviewed to ensure accuracy. Each theme was defined to make its meaning explicit. Finally, the information was reported. Development of themes guided by the data itself obtained from respondents.

4. Findings

The study sought to establish from teachers how the capitation grants allocated to schools influence the availability of teaching and learning materials, the management of school services and activities, teachers’ motivation, and improved school infrastructure. Respondents were required to rank their responses in levels of percentage (0%–20 %, 21%–40 %, 41%–60 %, 61%–80 %, 81%–100 %) at which the capitation grants influence quality education delivery at school by putting a tick against each statement depending on their choice, and their responses were summarised in Table 1.

Table 1.

Teachers’ responses on the influence of capitation grants on the management of services, activities, facilities, furniture, materials, and teachers’ motivation in school (n = 62). Capitation grants influence.

s/n	Statement	0%–20 %	21%–40 %	41%–60 %	61%–80 %	81%–100 %	Mean	Std
		Frequency
1	Adequate availability of teaching and learning materials at school	32	23	3	4	–	4.34	0.848
2	Access of teaching and learning materials on time	29	26	–	4	3	4.26	0.954
3	Availability of adequate and improved facilities at school	4	15	7	25	11	2.61	1.219
4	Regular maintenance of school furniture	22	34	5	1	–	4.24	0.670
5	Effective management of extracurricular activities	26	28	–	6	2	4.13	1.048
6	Adequate supply of first aid items	20	25	8	7	2	3.87	1.094
7	Well-management of security and safety at school	21	31	2	8	–	4.05	0.948
8	Teachers’ motivation	20	31	8	3	–	4.10	0.80

Source: Field data (2023)

4.1. The influences of capitation grants on the availability of teaching and learning materials

This parameter is intended to find out the influences of the capitation grants on the availability of teaching and learning materials in public boarding secondary schools in Dodoma City Council. Data were collected from heads of schools through an interview guide and teachers through a questionnaire. The data shows that teachers generally perceive capitation grants as having an impact on various aspects of school management, but the level of satisfaction varies across different areas.

4.1.1. Availability of teaching and learning materials

Table 1 shows the adequate availability of teaching and learning materials (M = 4.34, SD = 0.848), with the mean suggesting that most teachers believe there is insufficient availability of teaching and learning materials in the school. The relatively low standard deviation indicates that there are small variations in response across different respondents. This suggests a perceived scarcity of learning materials. According to the findings, capitation grants influence a shortage of teaching and learning materials in schools.

During the interview, the head of school “C” said:

The price rises of materials have led to insufficiency of the capitation grants I receive to buy all materials needed for teaching and learning in school, thus creating a shortage of teaching and learning materials as I buy few of them which seems to be crucial (Interview with the head of school “C”, 13^th July 2023).

The findings imply that capitation grants allocated to schools influence the shortage of teaching and learning materials in times of inflation, as the purchasing power of the capitation grants erodes, causing heads of schools to purchase fewer materials, resulting in a shortage of teaching and learning materials in schools. Consumable goods such as chemicals and chalk were the most frequently mentioned as being in short supply. The RDT supports the findings of this study as the uncertain environment (which is inflation in the context of this study) limit the accessibility of materials for quality education delivery. The findings of this study supported the findings of Munisi, Werema, and Namusonge [26] which indicated a shortage of teaching and learning materials in public secondary schools in Meru district council due to a shortage of capitation grants caused by the introduction of free education that enabled an increased number of students enrolled in schools. The findings of the study also concurred with the findings of Mohammed, Ogunode, and Yahaya [27], who revealed that in Nigeria, there was a shortage of teaching and learning materials, which led to frustration with the efforts of teachers to attain the objectives and goals of secondary schools.

4.1.2. Access to teaching and learning materials on time

Table 1 indicate that access to teaching and learning materials on time (M = 4.26, SD = 0.954), the large value of means shows that teachers generally disagree that materials are accessible promptly. However, the slightly lower standard deviation indicates that there are small variations in response across different teachers, suggesting that teachers have almost the same idea regarding the access to teaching and learning materials on time. The findings imply that teaching and learning materials were accessed in a delayed manner.

The head of school ‘‘B’’ had this to say during an interview:

The amount of money I receive per month is very small compared to the demand and delay to be disbursed. So, I have to wait for two to three months to get grants that enable me to delay in purchasing teaching and learning materials (Interview with the head of school “B”, 11^th July 2023).

The findings show that in times of inflation, capitation grants influenced the delay of teaching and learning materials in schools due to the delay in the disbursement of grants to schools, forcing heads of school to wait until they get money to purchase necessary materials. Consumable materials such as chemicals, chalk, and specimens were the most often stated materials that were accessed in a delayed manner as they should be purchased frequently. The findings aligned with the findings of Mtasigazya [28]; UNESCO and UNICEF (2018) which reported that schools received fewer funds than expected and were delayed in disbursement, something that limited school management capabilities.

4.2. The influences of capitation grants on improving school infrastructure

4.2.1. Availability and improved school facilities

Table 1 show that availability of adequate and improved facilities (M = 2.61, SD = 1.219) has received a notably lower mean score, indicating that many teachers feel the facilities are either adequate or improved. The high standard deviation reflects a wide range of opinions, with some teachers perhaps feeling more positively or negatively about the facilities, leading to significant agreement among the group. This indicates that while capitation grants are seen as beneficial in enhancing school infrastructure, there is still room for improvement in their effectiveness.

The findings obtained during the interview with the heads of schools admitted that classrooms were adequately available, as the head of school, “D,” said:

The capitation grants we receive help us with minor repairs to school facilities, as their deterioration takes a long time. Also, we thank our government for providing us grants for the construction of classrooms, which enabled us to construct four classrooms and toilets with four holes (Interview with the head of school “D”, 12^th July 2023).

The implication of the findings above is that there were adequate and improved classrooms in schools due to the construction grants provided by the government. The study findings were contrary to the findings of (UNESCO and UNICEF (2018) which reported that the shortage and poor school facilities were caused by a shortage of development funds, a lack of building funds, and a few more funds provided to the school than were expected to be received. Also, the study findings contradicted with the findings of Kayabwe, Nabacwa, Eilor, and Mugeni [29] who found that the physical infrastructure in Ugandan primary schools were poor, as the pupils studied in mud and wattle structures with leaking roofs but without windows. The contrast between the findings of this study and other studies reviewed was that the government allocated grants for the construction of classrooms, which led to improved facilities in schools. Also, facilities do not need regular maintenance as their damage takes a long time.

4.2.2. Maintenance of school furniture

Table 1 show that regular maintenance of school furniture (M = 4.24, SD = 0.670), with the high mean indicates a weak consensus that school furniture is regularly maintained. The low standard deviation suggests that this view is consistently held among the teachers, with little variation in responses. The findings imply that the grants allocated to schools for the maintenance of furniture are not enough to ensure regular repair of school furniture in times of inflation.

During the interview, the head of the school, “A”, commented:

The capitation grants received in my school enable me to repair furniture, although they are too small to make regular repairs. Thus, repairs should be done once per year or not at all; it depends on the available funds and priorities (Interview with the head of school “A”, 10^th July 2023).

The implication of the quotation above is that the grants allocated for maintenance are not enough for regular furniture repair in a time of inflation due to the escalating costs of carpentry services and repairing materials. As a result, schools become unable to repair furniture, hence experiencing a shortage of furniture. The findings of this study aligned with the RDT as inflation (uncertain environment) impact sufficiency of capitation grants which in turn affect ability of school to repair furniture regularly. The study findings supported the findings of Lyanga and Chen [11] who found that there was a shortage of desks, tables, and chairs, which did not match the increased number of students enrolled in schools. The findings aligned with the findings of Chao et al. [17] who found that the government provided insufficient funds for the renovation of school infrastructure, which led to a poor learning and teaching environment. The alignment of the studies’ findings is because the capitation grants allocated to school is fixed and insufficient to manage all school requirements including maintaining school furniture regularly.

4.3. The influences of capitation grants on the management of administrative activities

4.3.1. Extracurricular activities

Table 1 indicate that effective management of extracurricular activities (M = 4.13, SD = 1.048), with the mean relatively high, indicating general dissatisfaction, the higher standard deviation reveals that opinions are more varied in this area. This could mean that while many teachers see extracurricular activities might feel there is room for improvement. The findings imply that the government allocates grants for the implementation of extracurricular activities, but they are too small to influence the implementation of all school activities in times of inflation.

During the interview, the heads of school reported that extracurricular activities were implemented, but not all, as the head of school “C” said:

The capitation grants we receive enable the implementation of school activities, but the grant is not enough to meet all expenses, especially when coupled with the price rise. Extracurricular activities that are implemented in our school are those that do not require a lot of money or do not need money at all (Interview with the head of school “C”, 13^thJuly 2023).

The findings imply that the government plays a role in allocating grants for the implementation of extracurricular activities, but the grants are too small to enable the implementation of all extracurricular activities in schools in times of inflation. The findings concurred with James and Chris [30] who report that in Indonesia, school grants, which were provided to subsidize poor students and improve equity of access, were used to run extracurricular activities as the government grants were not enough to accommodate all activities at school. Also, the findings of this study were similar to the study of Haliimah [31] on the management of extracurricular programmes in secondary schools, which found that limited financial resources affected the proper planning and organization of extracurricular activities in secondary schools.

4.3.2. Purchasing first aid items

Adequate supply of first aid items (M = 3.87, SD = 1.094), as it is seen in Table 1 with the mean indicating a low level of agreement that first aid items are adequately supplied. However, the higher standard deviation shows that there is some disagreement among teachers, with varying experiences regarding the availability of these items. While the majority of respondents see limited influence from the capitation grants on the supply of first aid items, a notable percentage acknowledges their importance and contribution to an adequate supply, though there is room for improvement.

During the interview, the head of school “C” said:

The funds allocated for purchasing first aid items and other students’ health requirements in school are not enough. If students are overwhelmed, we call their parents and advise them to take their students for further medical treatment (Interview with the head of school “C”, 13^th July 2023).

The findings imply that the government plays a role in allocating grants for enhancing health services in schools. However, the grants were found to be insufficient to manage all health services in schools; therefore, parents must take responsibility for the further medical care of their children. The findings concurred with the study of Mgeni (2015) about the effectiveness of secondary school budgets in the implementation of school projects in Sengerema district, Mwanza, which revealed that schools used only six percent of funds allocated by the government for administering first aid to students and teachers, which was not enough for a well-organised administration of first aid in schools.

4.3.3. Security management

Table 1 shows that security management at school (M = 4.05, SD = 0.948), teachers generally believe that security at school is poorly managed, as reflected in the high mean. The standard deviation, though moderate, indicates that there is still some variability in opinions, suggesting that a few teachers may have concerns.

The heads of school informed on how they ensured security and safety in school as the head of school ‘B’ said during the interview:

The amount of money we receive from the government is not enough to fulfill all needs at school. We have managed security by employing school guards, for whom we pay their wages through revenue earned from income-generating projects. However, the amount is not enough to enable us to purchase security devices such as fire extinguishers and smoke detectors (Interview with the head of school “B” 11^th July 2023).

The findings suggest that the government has allocated grants for the management of security in schools. However, the amount allocated is inadequate; therefore, schools use the revenue from income-generating projects to ensure security in schools. Nevertheless, the income earned from projects is not enough to afford the costs of security devices such as fire extinguishers, fire alarms, smoke detectors, and other security devices. Thus, there is a need for government intervention to support schools to have security devices, as the safety and security of students, staff, and visitors are important for creating conducive learning environment.

In line with the study findings the report of RK [32] established that due inadequate government grants, school managements were required to mobilise resources to ensure that requirements of safe school grounds are met. Similarly CISA (2022) reported that lack of funds to purchase required materials, equipment, and technology as well as to hire security personnel is a common problem for local education agencies to ensure security in schools.

4.4. The influences of capitation grants on teachers’ motivation

Table 1 show that the teachers’ motivation (M = 4.10, SD = 0.800), with high mean suggests that most teachers not feel motivated, likely due to the influence of capitation grants. The standard deviation is low, indicating that most teachers feel less motivated. This suggests that capitation grants do not enhance teachers’ motivation, indicating that measures or interventions may be necessary to effectively improve teachers’ morale and performance.

During the interview with the heads of school, they agreed that the capitation grants have no contribution to teachers’ motivation, as the head of school “D” said:

Capitation grants have no contribution to teachers’ motivation because there is no vote directed to motivate teachers. The only motivation for teachers is to have a suitable working environment and good academic performance for the students (interview with the head of school “D”, 12^th July 2023).

The views above mean that the government has not allocated grants for the management of teachers’ motivation. Therefore, the heads of school have to find means of motivating teachers. The findings of this study are supported by the guidelines for the utilisation of capitation grants provided to implement free education in 2015, as nowhere in the guidelines is the amount for teachers’ motivation stipulated.

In another interview with the head of school, “A” said:

The capitation grants I receive do not motivate teachers because they are not enough to enable the school to have adequate teaching and learning materials, enough teachers’ houses, field trips, and improved infrastructure (interview with the head of school “A” 10^th July 2023).

The informant’s view implies that capitation grants allocated to schools are insufficient to provide adequate material and improve school infrastructure, thus leading to an inconvenience working environment that do not motivate teachers. Lack of motivation for teachers may affect teaching and learning, resulting in poor students’ performance in academic matters.

In line with the findings of the study, UNESCO and UNICEF [33] found that teachers lacked motivation to teach effectively because of low salaries, a lack of incentives, a shortage of staff houses, transport facilities, training opportunities, and poor working conditions and treatments. Mohammed and Abdulai [25] found that in many countries in South Africa, teachers’ motivation was affected by low salaries, a lack of safety and security, workload, large class sizes, and a lack of professional development opportunities. Thus, a lack of motivation among teachers led to students’ poor performance in their examinations. The study findings aligned with Kayabwe et al. [29] who established that a lack of, or poor, teachers’ housing and low salaries demoralised teachers and led to less commitment and a lack of creativity. The study by Ajani et al. [20] indicated that a shortage of school resources and demoralized teachers led to poor learning outcomes in schools.

Swai and Malingumu [34]in a study conducted in Ilala on the role of reward systems on teacher motivation in public secondary schools, it was found that low salaries that teachers received for their work, a poor working environment, a lack of clear reward systems, a lack of houses, a distance from school to their homes, inadequate resources to teach, and a lack of office spaces, as well as imbalances in allocating opportunities for professional development such as attending short courses, seminars, and workshops, demoralized teachers and hence affected their performance. Similarly, the study supported the study of Toto [35] who found that the introduction of fee-free basic education in secondary schools has demoralised teachers as extra duty allowances were not paid to them for the work they performed outside of their normal duties. This situation decreased the morale of teachers.

The alignment of the findings of this study and the findings of Swai and Malingumu [34]; Toto [35] is because government grants are inadequate to ensure the complete improvement of schools’ infrastructure and provide incentives to teachers. The inadequacy of capitation grants might be due to inflation that affects the economies of the countries, or it may be the high demands of the schools coupled with increasing students’ enrolment.

5. Conclusion

Based on the findings of this study, it was concluded that capitation grants for the provision of teaching and learning materials, improving school infrastructure, and managing teachers’ motivation have a significant influence on the management of secondary schools for quality education delivery.

CRediT authorship contribution statement

Leoncia Ndaula: Writing – review & editing, Writing – original draft, Resources, Funding acquisition. Majiyd H. Suru: Validation, Supervision, Investigation. Calvin Z. Swai: Methodology, Data curation.

Ethics approval and consent to participate

This study was reviewed and approved by The Institutional Research Review Ethical Committee (IRREC) of the University of Dodoma with approval number: MA.84/261/63/62, dated 30^th May 2023. All participants were provided written informed consent to participate in the study.

Ethical committee approved the experiment

The Institutional Resarch Review Ethics Committee (IRREC).

Data and code availability

Data and code will be made available on request.

Funding statement

The study has been done under self-funding

Declaration of Competing Interest

The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:Leoncia Ndaula reports administrative support was provided by The University of Dodoma College of Education. Leoncia Ndaula reports a relationship with The University of Dodoma College of Education that includes: non-financial support. Leoncia Ndaula has patent #HELIYON-D-24-17449R1 pending to Leoncia Ndaula. Corresponding author was the student of the university of Dodoma college of education If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Appendix A. Supplementary data

The following is the Supplementary data to this article: