Funding Mechanisms and Quality of Education in Public Primary Schools in Zamfara State

This study examines the relationship between funding mechanisms and the quality of education in public primary schools in Zamfara State, North West Nigeria. Adequate and equitable funding is a foundational condition for educational quality, yet many Nigerian states, particularly in the North West, continue to face persistent resource deficits that constrain instructional quality and infrastructure development. The study adopts a descriptive survey design, drawing data from 230 headteachers, local government education authority administrators, and state education officials in Gusau, Talata Mafara, and Maru local government areas. Data were collected using a validated school funding and quality indicators questionnaire alongside documentary analysis of budget allocations and school audit reports. Multiple regression and Pearson correlation analyses were applied. The study is grounded in the Resource-Based Theory of Education and the Production Function Model. It assesses per-pupil expenditure, grant distribution mechanisms, community contributions, and Tertiary Education Trust Fund allocations as predictors of quality indicators including teacher-pupil ratio, instructional material availability, and examination performance. Findings are expected to show that inconsistent grant release and inequitable distribution are significant predictors of quality disparities across schools. Recommendations target the Zamfara State Government and the Universal Basic Education Commission on implementing transparent, performance-linked funding allocation systems. The study contributes to the evidence base on education finance and management in North West Nigeria. Keywords: funding mechanisms, educational quality, primary schools, Zamfara State, resource allocation