The Relationship Between Teachers' Experience, Knowledge, and Attitudes with the Implementation of Peace Education in Elementary Schools

Muhamad Kosim Gifari; Christianty Christianty; Rustian Akbar Gunadi; Evi Sofia; Neng Indriyani

doi:10.17509/pdgia.v23i1.74700

The Relationship Between Teachers' Experience, Knowledge, and Attitudes with the Implementation of Peace Education in Elementary Schools

Muhamad Kosim Gifari, Christianty Christianty, Rustian Akbar Gunadi, Evi Sofia, Neng Indriyani

Abstract

This study investigates the influence of teachers’ experience, knowledge, perceptions, and attitudes on the implementation of peace education in elementary schools. Peace education plays a critical role in fostering tolerance, empathy, and conflict resolution skills among young learners; however, its effective implementation largely depends on teacher-related factors. Employing a quantitative correlational research design, data were collected from elementary school teachers in Bandung Regency using a structured questionnaire and a convenience sampling technique. The results reveal a significant and positive relationship between the independent variables, experience, knowledge, perceptions, and attitudes, and the extent to which teachers incorporate peace education into their classroom practices. Teachers with greater experience and more favorable attitudes and perceptions demonstrated a higher level of integration of peace education. These findings underscore the need for targeted professional development and continuous training initiatives to enhance teacher competencies and transform pedagogical orientations toward peace-focused education in early schooling contexts.

Keywords

Attitudes, Elementary School, Peace Education, Teachers

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References

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DOI: https://doi.org/10.17509/pdgia.v23i1.74700