Authors: Kondwani Sakala, Dr Phiri John
Abstract: This study examined how educational resources were allocated across primary and secondary schools in Sonja Zone, Lusangazi District, with a focus on equity. Using a convergent parallel mixed methods design, I combined quantitative school audits and questionnaires with semi structured interviews and classroom observations to capture both the measurable distribution of inputs and the lived experiences of headteachers, teachers, students, and district officers. The approach allowed a clear mapping of teacher qualifications, pupil–teacher ratios, and availability of learning materials against geographic and socioeconomic markers. Findings showed persistent and uneven resource distribution: rural schools in more remote and socioeconomically disadvantaged parts of Sonja Zone had fewer certified teachers, higher pupil–teacher ratios, and noticeably lower textbook and learning aid availability. Qualitative narratives linked these patterns to policy design flaws, logistical constraints, and limited community capacity to supplement official allocations; teachers described frequent improvisation and heightened workloads, while students reported sharing materials and reduced opportunities for independent study. Statistical analyses confirmed significant associations between resource shortfalls and indicators of lower teacher self-efficacy and weaker student readiness measures. Based on these integrated insights, the study proposed practical, context sensitive strategies to improve fairness, including revisions to funding formulas to account for remoteness and need, targeted deployment and incentive packages for rural teachers, and community linked monitoring mechanisms to track resource flows. The recommendations emphasized feasible, locally led actions that district authorities and partner organisations could adopt to narrow gaps and strengthen learning environments across Sonja Zone.
DOI: http://doi.org/10.5281/zenodo.20512618
