Factors Affecting the Integration of Peace Education in Performance of Public Primary School:

Abstract

The purpose of the study intents to investigate Factors Affecting the Integration of Peace Education in Public Primary Schools: An Examination of Arusha District Council. This study was guided by the following research objectives, 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 consists 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 district 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 23 and then was presented in tabular forms indicating frequencies and percentages. Qualitative data was analyzed using a thematic approach guided by the objectives of the study. The study found that there was a slightly higher percentage of male teachers, constituting 51.5%, compared to female teachers at 48.5% in Kisongo Ward. It was evident that a majority of the teachers were mature and well-qualified. Additionally, most teachers had received professional development in education at various levels and had considerable tenure in their current positions. The primary aim of this research was to gain insights into the factors influencing the integration of peace education in the performance of public primary schools, with a focus on Kisongo Ward in the Arusha District. To achieve this objective, the study investigated both the theoretical and practical aspects of peace education, conducted an empirical examination of peace education programs and explored their integration into schools.