Teacher and Learner Attitudes, Contextual Factors and Implementation of Peace Education in Public Primary Schools in Uasin Gishu County, Kenya

Abstract

The current study seeks to determine the moderating potential of contextual factors in the link between teacher and learner attitude, and implementation of peace education in public primary schools. The study employs the explanatory design and targets pupils and teachers drawn from public primary schools in Wareng Sub-County of Uasin Gishu County. The study employs proportionate stratified sampling done across the school zones in the sub-county, and simple random sampling to identify participants. Using questionnaires to collect data, and Hayes Macro PROCESS to analyze data, the study reveals that both teacher attitudes and learner attitudes have positive and significant direct effects on implementation of peace education in public primary schools in the County. Moreover, the study confirms that contextual factors moderate the link between teacher attitudes and implementation of peace education; and that between learner attitudes and implementation of peace education. The study concludes that despite both teacher and learner attitude directly impact on peace education implementation, this link is moderated by the level of contextual factors. Educational stakeholders should look for mechanisms that can lower levels of contextual factors. Meanwhile, future studies should aim to widen the geographic scope and triangulate data collection for enhanced external validity.