Correlating Peace Pedagogy and Perceived Justice: Teachers' Implementation of SDG Target 4.7 (Promotion of Peace in Schools) and SDG 16.3 (Perceived Access to Justice) in Conflict- Affected Mindanao

Maria Eliza Cruz-Ocampo; Abdulrahman Zailon Daud

doi:10.58870/berj.v11i1.96

Authors

Maria Eliza Cruz-Ocampo College of Education, San Beda University, Manila, Philippines https://orcid.org/0000-0002-2495-4648
Abdulrahman Zailon Daud Parian Consulting Group

Keywords:

BARMM, correlational analysis, SDG 4.7, SDG 16.3, Mindanao, peace education

Abstract

This descriptive-correlational study examined the association between teachers' reported implementation of peace education aligned with Sustainable Development Goal (SDG) Target 4.7 and their perceptions of access to justice and school conflict-resolution mechanisms aligned with SDG Target 16.3. Fifty-four school teachers from conflict-affected communities in Mindanao completed a 30-item self-report questionnaire comprising two 15-item scales. A 10-respondent pilot test produced a Cronbach's alpha of .895 for the full instrument. Respondents reported high peace-education implementation (M = 4.71, SD = .31) and generally favorable justice-related perceptions (M = 4.45, SD = .49). The composite scores were moderately and positively correlated, r(52) = .623, p < .001, 95% CI [.43, .76]. The association does not establish that peace pedagogy causes favorable justice perceptions; it indicates that higher reported peace-education implementation tended to occur alongside more favorable perceptions of school and community justice mechanisms. Item-level results identified comparatively lower ratings for explicit human rights and global citizenship instruction, confidence that local justice systems are free from bias or political influence, and perceived fairness and effectiveness of community justice mechanisms. These areas provide evidence-based priorities for institutional support and further study.

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