Secondary school teachers’ perception of a peace education model for secondary schools in the english-speaking sub-system of education in Cameroon

The study was a mixed method survey of secondary school teachers’ perspectives of what a peace education model for Cameroon should look like. A 50-item closed ended questionnaire with items measuring objectives, content, methods, materials and evaluation of peace education was designed and validated. Teachers who are the key actors of implementation were expected to rate them on a four point likert scale questionnaire in order to establish those with utmost priority.  A total of 312 teachers from 14 schools in six divisions of the two English-speaking regions of Cameroon participated. The divisions were randomly selected and schools were selected based on their accessibility. Participation was voluntary. Data were analysed descriptively using percentages and means. Findings revealed that over 80% of the suggested items were positively rated by teachers.