Perceived Satisfaction of Teachers about Practices of Leaders of Religious Institutes to Promote Peace Education

##plugins.themes.academic_pro.article.main##

Dr. Sajid Masood
Dr. Fauzia Naheed

Abstract

Abstract


Practices of the leaders of religious institutes are fundamental in promoting peace education as their practices leave an immense impact not only on the perceptions and practices of teachers but also of the students regarding peace education. The beliefs, interests, inclinations, moral values, and competency of institutional leaders are reflected in policies they make and are presented in the practices of teachers. Owing to the importance of their practices aimed to promote peace education, there is a need to identify the extent of these practices as they are perceived by direct stakeholders, that is, teachers, which makes the aim of the current study. This research is a quantitative survey-based research. The population of this research includes the teachers of religious education institutes of Lahore. Cluster sampling method was used for the selection of sample. Data was collected from the teachers teaching to final year students and a total of 292 teachers participated in the study. A self-developed instrument was used to collect data. The instrument was based on the factors of peace education and practices used to promote them from the literature. The instrument was pilot tested and the validity and reliability of the instrument was established that was 0.87. The data was analyzed using descriptive and inferential statistics. The results indicated that teachers were satisfied with the practices of the leaders of religious institutes aimed to promote peace education. This study may help the academicians, practitioners, and policymakers to promote peace education in all schools of Pakistan.

##plugins.themes.academic_pro.article.details##

How to Cite
Gul, Dr. Fariha, Dr. Amna Yousaf, Dr. Sajid Masood, and Dr. Fauzia Naheed. 2020. “Perceived Satisfaction of Teachers about Practices of Leaders of Religious Institutes to Promote Peace Education”. Journal of Islamic Thought and Civilization 10 (2). https://doi.org/10.32350/jitc.102.15.

References

Abu-Nimer, M., I. Nasser, S. Ouboulaheen, “Introducing Values of Peace Education in Qur’ānic Schools in Western Africa: Advantages and challenges of the Islamic Peace-Building Model.” Religious Education 111 (5), (2016): 537-554.
Alexander, Robin J. Culture and Pedagogy: International Comparisons in Primary Education. Hoboken: Wiley-Blackwell, 2001.
Apple, Michael W. “Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform.” Educational Policy 18, no. 1 (2004): 12-44. doi:10.1177/0895904803260022.
Baker, Marianne., Doris Martin, and Holly Pence. “Supporting Peace Education in Teacher Education Programs.” Childhood Education 85, no. 1 (2008): 20-25. doi:10.1080/00094056.2008.10523052.
Balasooriya, Ajith S. “Learning the Way of Peace: A Teachers' Guide to Peace Education.” New Delhi: Scientific and Cultural Organization, 2001.
Bar-Tal, Daniel. “The Concept, Principles, and Practices around the World.” In The Elusive Nature of Peace Education. Peace Education, 27-36. 2002.
Bar-Tal, D., and Y. Rosen, “Peace Education in Societies Involved in Intractable Conflicts.” Direct and Indirect Models Review of Educational Research 79 (2) (2009): 557-575.
Baxter, Pamela., and Vick Ikobwa. “Peace Education: Why and How?" FORCED MIGRATION Review 22, no. 2005 (2005): 28-29.
Begum, A. “The Concept and Perception of Peace Education in Gilgit Baltistan Pakistan: A Comparative Case Study.” The Peace and Conflict Review 7(1), (2012): 25-39.
Brantmeier, Edward J. “Toward Mainstreaming Critical Peace Education in US Teacher Education.” In Critical Pedagogy in the Twenty First Century: A New Generation of Scholars, 349-375. 2011.
Christopher, Doris H., and Marilyn J. Taylor. “Social Justice and Critical peace Education: Common Ideals Guiding Student Teacher Transformation.” Journal of Peace Education 8, no. 3 (2011): 295-313.
Edmonds, Ronald. “Effective Schools for the Urban Poor.” Educational Leadership 37, no. 1 (1979): 15-24.
Ganon-Shilon, Sherry., and Chen Schechter. “School Leaders’ Sense-Making of Their Leadership Role during Reform Implementation.” International Journal of Leadership in Education 22, no. 3 (2018): 279-300.
Gill, Linda J. “Understanding New School Leaders ' Transition to Instructional Leadership.” PhD diss., The George Washington University, 2018.
Griffith, James. “Relation of Principal Transformational Leadership to School Staff Job Satisfaction, Staff turnover, and school performance.” Journal of Educational Administration 42, no. 3 (2004): 333-356. doi:10.1108/09578230410534667.
Guskey, Thomas R. Evaluating Professional Development. Corwin Press, 2000.
Hallinger, Philip, and Ronald H. Heck. “Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995.” Educational Administration Quarterly 32, no. 1 (1996): 5-44. doi:10.1177/0013161x96032001002.
Hantzopoulos, Maria. “Institutionalizing Critical Peace Education in Public Schools: A Case for Comprehensive Implementation.” Journal of Peace Education 8, no. 3 (2011): 225-242.
Harber, Clive., and Noriko Sakade. “Schooling for Violence and Peace: How Does Peace Education differ from ‘Normal’ Schooling?" Journal of Peace Education 6, no. 2 (2009): 171-187. doi:10.1080/17400200903086599.
Hariss, Ian., and John Synott. “Guest Editors' Introduction: Peace Education for a New Century.” Social Alternatives 12, no. 1 (2002): 3-6.
Harris, Ian M., and Marry Lee Morrisson. Peace Education. McFarland, 2012.
Hessel, Karen., and John Holloway. A Framework for School Leaders: Linking the ISLLC Standards to Practice. ETS, 2002.
Kafka, Judith. “The School Leadership in Historical Perspective.” Peabody Journal of Education 84, no. 3 (2009): 318-330.
Kurian, Nomisha., and Kevin Kester. “Southern Voices in Peace Education: Interrogating Race, Marginalisation and Cultural Violence in the Field." Journal of Peace Education 16, no. 1 (2019): 21-48.
Lawshe, C. H. “A Quantitative Approach to Content Validity.” Personnel Psychology 28, no. 4 (1975): 563-575. doi:10.1111/j.1744-6570.1975.tb01393.x.
Lee, Lisa M., Stephen B. Thacker, and Michael E. St.Louis. Principles and Practice of Public Health Surveillance. New York: Oxford University Press, USA, 2010.
Leithwood, Kenneth., Karen Seashore Louis, Stephen Anderson, and Kyla Wahlstrom. “How Leadership Influences Student Learning. Review of Research.” Last modified 2004.
Levy, Gal. “Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools.” Journal of Peace Education 11, no. 1 (2014): 101-119. doi:10.1080/17400201.2013.865598.
Matthews, L. J., and Gary M. Crow. Being and Becoming a Principal: Role Conceptions for Contemporary School Leaders and Assistant School Leaders. New York: Pearson College Division, 2003.
May, Henry., and Jonathan A. Supovitz. “The Scope of Principal Efforts to Improve Instruction.” Educational Administration Quarterly 47, no. 2 (2011): 332-352. doi:10.1177/0013161x10383411.
Mulford, William., Halia Silins, and Kenneth Leithwood. Educational Leadership for Organisational Learning and Improved Student Outcomes. New York: Kluwer Academic Publishers, USA, 2004.
Murithi, T. “An African Perspective on Peace Education: Ubuntu lessons in Reconciliation,” International Review of Education (2009): 55: 221-233.
Opotow, Susan., Janet Gerson, and Sarah Woodside. "From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace." Theory Into Practice 44, no. 4 (2005): 303-318. doi:10.1207/s15430421tip4404_4.
Reardon, B. A. Militarisation, Security, and Peace Education. Valley Forge, PA, United Ministries in Education, 1982.
Riaz, A. Faithful Education: Madrassahs in South Asia. New Brunswick, NJ: Rutgers University Press, 2008.
Ritchie, John M. “The Effective and Reflective Principal.” Phi Delta Kappan 94, no. 8 (2013): 18-21.
Robiolle-Moul, Tina. “Peace Education in Fragile States: A Case Study of the Influence of Global Discussions of Peace Education in Conflict Settings on National Education Policy and Local NGO Efforts in Afghanistan.” PhD diss., Fletcher School of Law and Diplomacy, Tufts University, 2016.
Rousmaniere, Kate. “Presidential Address: Go to the Principal's Office: Toward a Social History of the School Principal in North America." History of Education Quarterly 47, no. 1 (2007): 1-22. doi:10.1111/j.1748-5959.2007.00072.x.
Salomon, Gavriel., and Baruch Nevo. Peace Education: The Concept, Principles, and Practices around the World. London: Psychology Press, 2005.
Trifonas, PeterP., and Bryan Wright. Critical Peace Education: Difficult Dialogues. Berlin: Springer Science and Business Media, 2012.
Toton, S. C. “Structural Change: the Next Step in Justice Education.” Religious Education 80 (3), (1985): 447-459.
Williams, J. H. “Civil Conflict, Education and the Work of Schools: Twelve Propositions.” Conflict Resolution Quarterly, 21 (2004): 471-481.