| dc.description.abstract | The purpose of the study was to investigate school factors influencing
mainstreaming of peace education in public primary schools in Kadibo
division, Kisumu East District, Kenya. Objectives included, to establish the
extent to which teacher training and availability of instructional materials
influence mainstreaming of peace education and also to determine how
teaching methodology and teacher attitude influence mainstreaming of peace
education. This study employed a descriptive survey design. The target
population of the study consisted of 42 schools, 42 headteachers, 356 teachers
and the D.E.O. A study sample made up of 24 schools together with their
head teachers, one D.E.O and 107 teachers from the Division was used for the
study. Primary data was collected using both interview guides and
questionnaires. A pilot study was conducted to validate the research tools. Data
was analyzed using both quantitative and qualitative techniques. Quantitative
data was analyzed using descriptive statistics with the aid of Statistical Package
for Social Sciences (SPSS) version 17.0 and then presented in tabular forms
indicating frequencies and percentages. Qualitative data was analyzed using
thematic approach guided by the objectives of the study. From the findings
majority of the teachers acknowledged that teacher training influenced
mainstreaming of peace education to a large extent. Availability of
instructional materials also highly influence mainstreaming. The kind of
teaching methodology employed by teachers in this region also influence
mainstreaming of peace education negatively. Lastly, the negative attitudes of
teachers have also highly influenced mainstreaming of peace education. The
study concluded that mainstreaming of peace education was highly influenced
by school factors such as teacher training, availability of instructional
materials, teaching methodology and teacher attitude. The researcher
recommended that the Ministry of Education through Kenya Institute of
Curriculum Development (KICD) together with Teachers’ training colleges
and universities should embark on training of all teachers on peace education
through in -service and pre-service training programmes. KICD should also
avail sufficient number of copies and pieces of relevant (peace education)
instructional materials and teachers to emphasize on learner centered teaching
methods in schools to motivate learners to acquire peace ideals. Based on the
findings of this study, the researcher suggests that there is need for further
research to establish whether there is a link between peace education at the
primary school level and student riots at the secondary school, college and
university levels of learning | en_US |
