Abstract
Public primary schools face noteworthy operating deficits due to constant delays in the distribution of state capitation subsidies. This study examined the teachers’ perception of resource allocation on patterns of social stratification among learners in peri-urban primary schools in Nyeri County, Kenya. The study adopted a mixed-methods research design. Target population comprised 24 schools, 24 headteachers, 240 teachers, and 1420 grade 6 learners. Yamane’s formula was used to select a sample of 150 teachers. Simple random sampling was used to get 10% of learners which yielded to a sample of 142 respondents while a census was used to select 24 headteachers. Questionnaire collected data from teachers and learners while headteachers participated in interviews. Quantitative data was analysed using descriptive and inferential statistics. Qualitative data was analysed thematically. Results revealed that 72.6% of teachers agreed that resource allocation was associated with patterns of social stratification, 4.6% remained neutral and 22.8% disagreed. An average of 72.4% of learners agreed with the survey items, 5.6% were neutral, and 22% disagreed. The study concluded that the current resource allocation framework satisfies the bare minimum physical needs of learners (textbooks) but fails to provide the digital infrastructure required for modern equity. The study recommended that government funding formulas should be updated to mandate that ICT infrastructure and internet access are classified as basic learners’ rights. The study would be significant to the educational stakeholder for it provides an empirical blueprint for navigating institutional scarcity.