Examining Teachers’ Profiles and Instructional Behaviors in Delivering Peace Education: A Correlational Study in Mindanao Schools

Abstract

This study investigates the relationship between teachers’ personal profiles, professional behaviors, and their approach to teaching peace education in selected Schools of Peace in Mindanao, Philippines. Using a descriptive correlational design, the study engaged 120 teachers, 10 school heads, and 100 pupils through random sampling. Data were gathered via structured questionnaires focusing on teaching behaviors and teachers’ values, beliefs, and attitudes. The findings suggest that age, graduate-level study, and training exposure significantly correlate with positive teaching practices in peace education. The study concludes that integrating peace education into teacher development and curricular frameworks is essential for fostering a culture of peace in schools. It is recommended that all levels of education sectors may give priorities in integrating and implementing peace education program to their curriculum.