dc.description.abstract | In many countries throughout the world, peace education is now incorporated
into the curricula for schools (Falade, Adeyemi & Olowo, 2019). All
educational efforts, whether formal or informal, are directed towards helping
students acquire the attitudes, values, and knowledge necessary to coexist
peacefully with others and to resolve disagreements amicably (Fwa, 2004).
The goal of this research study was to investigate the factors influencing
teachers' implementation of an integrated peace education curriculum in
primary schools in Garissa Township, a region of civil conflicts in Kenya. The
following objectives served as its compass: to establish the impact of teachers'
attitudes on the implementation of integrated peace education curriculum; to
examine the influence of pedagogical practices on the implementation of
integrated peace education; to establish the influence of teaching and learning
materials on peace education on the implementation. The study focused on
standard eight pupils in primary schools, head teachers, and teachers. One
(SCDE write in full on first use), 10 head teachers, 50 teachers, and 450
standard eight pupils from public schools made up the study's sample
population, totaling 511 respondents. The respondents were given access to a
total of 500 surveys. Both qualitative and quantitative analyses were
performed on the collected data. The frequency distribution tables were then
shown. According to the study's findings, the majority of teachers (70.8%)
said they got no training in peace education during their in-service training.
62.6 percent of teachers said that the teaching and learning resources were
insufficient. Additionally, every teacher, including the head teachers, stated
that the degree to which teaching methods affect the integration of peace
education is extremely high. However, a majority of the teachers (56%) said
they had a bad opinion of peace education initiatives. According to the study,
in order to effectively integrate peace education programs, school
administration and teachers should develop effective programs to train new
teachers during induction on the subject. All school stakeholders should also
raise awareness of peaceful coexistence. To enable the successful
implementation of the program in society, the Ministry of Education should
develop a policy in primary schools to ensure that peace education is taught as
a separate subject. A research will be conducted to determine the impact of
peace education initiatives on children attending elementary schools in
conflict-prone areas. | en_US |