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Teachers' Perceptions on the Implementation of Executive Order No. 570: Institutionalizing Peace Education in Selected Public Secondary Schools in Bataan |
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| รหัสดีโอไอ | |
| Creator | Bryan M. Floro |
| Title | Teachers' Perceptions on the Implementation of Executive Order No. 570: Institutionalizing Peace Education in Selected Public Secondary Schools in Bataan |
| Publisher | Phetchaburi Rajabhat University |
| Publication Year | 2569 |
| Journal Title | Interdisciplinary Research Review (IRR) |
| Journal Vol. | 21 |
| Journal No. | 3 |
| Page no. | 1-11 |
| Keyword | Institutionalizing Peace Education, Executive Order No. 570 |
| URL Website | https://ph02.tci-thaijo.org/index.php/jtir |
| Website title | Interdisciplinary Research Review (IRR) |
| ISSN | 2697-536X |
| Abstract | Peace education is an important strategy for promoting nonviolent conflict resolution and building a culture of peace in society. In the Philippines, Executive Order No. 570 institutionalizes peace education in basic and teacher education to support this goal. This study assessed the implementation of Executive Order No. 570 in selected public secondary schools in Bataan Province based on teachers’ perceptions of school policies and programs related to peace education. The study employed a descriptive quantitative research design using a survey questionnaire based on the five components of EO 570. The respondents of the study were public secondary school teachers selected through purposive sampling. The research instrument used was a structured survey questionnaire adapted from the five components of EO 570. Data were analyzed using descriptive statistics, specifically weighted mean, standard deviation, frequency, and percentage. The findings revealed a generally low level of implementation across all five components, including planning and capacity building, resource mobilization, programs and materials development, information and communication initiatives, and monitoring and evaluation. Results indicate limited institutional planning, inadequate teacher training, weak stakeholder engagement, and insufficient monitoring mechanisms. The study recommends strengthening administrative commitment, enhancing teacher training, improving resource support, and establishing systematic monitoring and evaluation to effectively institutionalize peace education in schools. |
