School management strategies for the implementation of peace education policy in selected public primary schools in Temeke Municipality in Tanzania

Peace education has gained global prominence and is emphasized as a key component of primary education in Tanzania’s 2014 and 2023 Education and Training Policy documents. This study examined school management strategies for implementing peace education and identified related challenges in selected public primary schools in Temeke Municipality. A mixed-methods approach was employed, involving 1,453 questionnaire respondents, 16 interviews, and document reviews. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings indicate that implementation remains low, inconsistent, and weakly institutionalized, with mean scores ranging from 1.60 to 2.17 across key indicators. Major weaknesses were identified in teacher training, stakeholder collaboration, communication, monitoring and evaluation, and the development of clear implementation frameworks. Although some schools demonstrate promising practices, such as peace clubs, curriculum integration, and inclusive school cultures, these efforts are fragmented and lack coordination. Teacher capacity emerged as the most critical gap, compounded by limited resources and weak institutional support. Furthermore, inadequate communication, underdeveloped monitoring systems, and limited integration into long-term planning constrain sustainability. Overall, the study reveals a disconnect between policy intentions and practice, underscoring the need for stronger institutional capacity and coordinated implementation strategies.