Teachers’ Perceived Effectiveness of Peace Education in Addressing Violence and Bullying among Pupils in Kwara State

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.