Teachers’ Factors Influencing Implementation of Integrated Peace Education Curriculum in Public Primary Schools in Garissa Township, Kenya

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.