Teachers’ Perceived Effectiveness of Peace Education in Addressing Violence and Bullying among Pupils in Kwara State
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Date
2026
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TWIST
Abstract
Violence and bullying in Nigerian primary schools continue to threaten pupils’ academic, emotional, and social well
being. Although peace education (PE) has been integrated into the national curriculum to promote tolerance and non
violent conflict resolution, its effectiveness depends largely on teachers’ perceptions and preparedness. This study
investigated the perceptions of primary school teachers in Kwara State, regarding the role of peace education in
addressing violence and bullying among pupils. The research employed a descriptive survey design, with a sample of 800
teachers selected using random sampling techniques across 40 primary schools. Data were collected using Role of Peace
Education in Addressing Violence and Bullying among Children Questionnaire (RPEAVBCQ) with r=0.85 and analyzed
through descriptive of percentage and mean and inferential statistics of t-test and Analysis of Variance (ANOVA). The
findings revealed that teachers’ perception of the role of peace education in addressing bullying and violence in primary
schools is positive with mean value of 3.19 and 3.25 respectively. Moreover, the study established that teachers’
perceptions varied significantly based on their gender and age. The study recommends enhanced teacher training
programmes, stronger policy support, and community sensitisation efforts to promote peace education as a sustainable
solution to school-based aggression. The findings contribute valuable insights for educational stakeholders and
policymakers seeking to foster safer, inclusive, and non-violent primary school environments in Nigeria.
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Keywords
Peace education, violence, bullying, role of peace education