Primary school teachers’ perception of introduction of Social Life Skills in primary schools in Iraqi Kurdistan; a comparative study

Social Life Skills (SLS) (formerly, Peace Education) is newest edition into primary school curriculum in Dohuk, Iraqi Kurdistan. This is part of an approach to tackle pervasive violence that affects most members of society, between and within different ethnic/religious groups. Since physical punishment was outlawed and a significant influx of internally displaced people arrived in area, Ministry of Education in Iraqi Kurdistan has put in place nonviolent measures to improve educational environment. These actions also shows world community and nongovernmental organizations that Kurdistan is making major efforts on its own behalf to enhance peaceful value of education. This study investigates perceptions teachers have regarding SLS. It involved teachers of all ranks, including head teachers and SLS teachers as well as those teaching other subjects, and used a combination of qualitative and quantitative methods, including surveys, interviews and focus group discussions. Results show significant differences in opinions of teachers of SLS compared to other fields. While SLS teachers tended to be positive about the subject, having found that it has potential for significant social, emotional and academic benefit for students, other teachers were dubious about value of this form of learning, favoring more academic subjects. Critical obstacles identified are : lack of effective teacher training, lack of ownership, autonomy and support, limited resources, and lack of alignment with existing curriculum. The paper concludes with recommendations for resolving these issues