The Role of School Curricula in Achieving Social Peace from the Perspective of Female Teachers

Abstract

This study investigates the role of school curricula in fostering social peace from the perspective of secondary school female teachers. Adopting a descriptive-analytical approach, the research targeted a sample of 150 female teachers working in public secondary schools for girls in Wasit Governorate. The instrument used, a questionnaire titled The Role of School Curricula in Achieving Social Peace, underwent rigorous evaluation to ensure psychometric soundness. Both face and construct validity were established, while Cronbach’s alpha confirmed the internal consistency and reliability of the tool.Findings highlight that school curricula contribute significantly to promoting social peace among teachers. The results were categorized into three main patterns. First, items reflecting clear and well-established educational concepts attained high mean scores, showing the curricula’s success in embedding foundational values and principles. Second, items requiring improvement or reinforcement received moderate mean scores, signaling areas where curricular elements need further refinement to align with contemporary educational demands. Third, items that indicated practices not sufficiently implemented in actual classrooms recorded low mean scores, emphasizing gaps between curricular intentions and real-world application.Overall, the study concludes that while curricula hold an important role in shaping attitudes and practices conducive to social peace, disparities exist between theoretical content and practical activation. This calls for continuous curriculum development, teacher training, and supportive educational policies to ensure that the intended goals of peacebuilding through education are effectively realized.