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Diaspora remittances constitute a major source of external finance for Zimbabwe, reflecting sustained outward migration driven by economic instability and limited domestic opportunities. Despite their growing macroeconomic significance, remittance inflows have not translated into meaningful increases in gross capital formation or sustained rural development. This study examines this apparent contradiction, conceptualised as the migration paradox, by analysing the structural, institutional, and policy constraints that limit the conversion of remittances into productive investment in rural Zimbabwe. Using a Delphi methodology, the study draws on expert consensus from policymakers, academics, development practitioners, financial sector professionals, and diaspora engagement specialists through three iterative rounds. The findings reveal strong agreement that remittances are predominantly channelled toward household consumption, social reproduction, and risk mitigation, rather than capital accumulation. Weak financial intermediation, policy inconsistency, insecure property rights, high rural investment risk, and the absence of credible diaspora investment instruments emerge as key binding constraints to gross capital formation. While remittances contribute positively to household welfare, that is, enhancing food security, education, health, and housing, their impact on productive investment and rural structural transformation remains limited. The study concludes that the remittance–capital formation gap reflects institutional and governance failures rather than migrant preferences. It argues for repositioning diaspora remittances as a complementary source of development finance through credible policy reforms, improved investment climates, and financial innovations that mobilise remittances into gross capital formation and rural development.

This study examined the coping strategies of teachers to manage the intersection of work and family duties, emphasizing their challenge and stress coping strategies in both domains. The research was based on a qualitative research design grounded on the interpretivism paradigm that aims to interpret human experiences from the participant's point of view. Utilizing a phenomenological study design with descriptive, contextual, and exploratory aspects, the study explored teachers' everyday life experiences, using semi-structured interviews to collect data. The study assessed how professionals balance professional and family obligations, noting the coping processes they implement to alleviate stress and achieve equilibrium. Findings indicated that teachers utilize adaptive coping processes, such as proficient time management, seeking help, and maintaining segregation between work and family obligations. Social support networks, including colleagues, relatives, and community groups, were pivotal in offering emotional support and practical help. In addition, teachers also outlined the deployment of personal resilience and ordering strategies to sustain their well-being. The study highlights the significance of teachers comprehending the dynamic interplay between professional and family life by illuminating how institutional support and policy action could strengthen their coping ability. These results add to the general discourse on teacher satisfaction and work-life balance by urging professional support structures in school and home environments.