Peace Education on School Context: Awareness and Participation among Public Secondary Schools in Sto. Niño

Jheyne C. Castronuevo and Nancy V. Espacio
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Jheyne C. Castronuevo: Teacher 1, Department of Education, Philippines
Nancy V. Espacio: Associate Professor IV, Sultan Kudarat State University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 2952-2972

Abstract: The global community places great importance on teaching peaceful principles, acknowledging the significance of peace education in cultivating responsible and ethical individuals. This study examined the relationship between the implementation of Peace Education and the awareness and participation in peace initiatives among public secondary schools in Sto. Niño during the S.Y 2024-2025. Using the descriptive-correlational method, the study surveyed the district’s school heads, teachers, students, and stakeholders (specifically PTA officers). Mean, standard deviation, and Pearson’s r Correlation were employed to analyze the data. The findings indicated that peace education was satisfactorily implemented across four key dimensions: curriculum integration, student engagement, teacher training, and resource allocation. Teacher training received the highest mean score, reflecting well-established professional development programs. However, resource allocation showed the lowest mean, suggesting a need for enhanced financial and material support for peace education. The study also assessed the level of awareness and participation in peace education, revealing strong awareness and involvement, particularly in community engagement, with moderate awareness regarding existing peace programs. A strong positive correlation was found between the implementation of peace education and its awareness. Other variables, such as community involvement and teacher training, also showed moderate to strong positive correlations with peace education implementation, emphasizing the crucial role of active participation from all stakeholders in ensuring the success of peace initiatives. The null hypothesis was rejected, confirming a significant relationship between implementing peace education and awareness and participation in peace initiatives. Challenges identified included structural limitations, resource shortages, and multiple responsibilities of teachers.

Date: 2025
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