Perceptions of Secondary School Teachers Regarding the Role of Education in Social Conflict Resolution

Oct 15, 2026

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Social conflicts are unavoidable realities of human life, and their resolution is indispensable for social stability. Education is widely viewed as a cornerstone for enabling social conflict resolution through analytical competency. The study evaluates secondary school teachers’ perceptions of how education contributes to resolving social conflicts, including sensitization to conflicts and investigation of education’s role in addressing resolution needs. Data from 560 randomly selected male teachers in eight Khyber Pakhtunkhwa districts indicates education lacks formal conflict-resolution content, practical skill training, and related workshops or student discussions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Types of Conflicts

Conflict Resolution

Perceptions of Secondary School Teachers Regarding the Role of Education in Social Conflict Resolution Khalid Iqbal *, Usman Khalil** and Abida Khan*** Abstract Social conflicts are the unavoidable and undeniable phenomena of human life. At the sametime, resolution of these conflicts is also indispensable. Social conflicts resolution demands for untwisted analytical competency. Education is seen to be a cornerstone in the process of social conflicts resolution. The aim of the study was to evaluate the perceptions of secondary school teachers about the role of education regarding social conflict resolution. The objectives of the study were; to sensitize the teachers about the social conflicts and their resolution and to investigate the role of education in addressing the resolution of the social conflicts. All the male secondary school teachers of Khyber Pakhtunkhwa constituted the population of this study. A sample of 560 teachers was selected randomly. Data was collected from the teachers of eight districts out of the total 25 districts of Khyber Pakhtunkhwa i.e. Peshawar, Nowshera, Mardan, Abbottabad, Swabi, Kohat, Swat, and Dera Ismail Khan. Data was collected through a self-developed questionnaire. The raw data was organized, tabulated, analyzed and interpreted by using chi square and percentage. It was found that education regarding social conflicts resolution did not exist formally in our education system and did not provide/inculcate practical skills for the social conflict resolution. Teachers were also not trained in social conflicts resolution skills. Our education department has neither arranged any type of workshops on the social conflicts resolution nor conducted any dialogue/discussion etc. among the students about the social conflicts resolution. Recommendations were made in the light of the findings. Keywords: Social conflicts, conflict resolution, education * Subject Specialist in E & Sec Education, KPK. Email: [allergatic@yahoo.com](allergatic@yahoo.com) ** Associate Professor in Education, University of Management and Technology, Lahore. *** PhD Scholar, University of Management and Technology, Lahore Introduction Conflict may be defined as a situation of falling-out, chaos and turmoil or antagonism or when two parties or individuals are engaged in some protracted fight, struggle or quarrel with each other. Dzurgbe (2006) is of the opinion that a social problem in which differences or disagreements exist between two or more than two individuals, family units, parties, communal groups, or regions is called a social conflict. Obegi & Nyamboga (2008) stated that social conflict is the condition where two or more than two people individually or collectively exhibit opposing behavior. He maintained that it is a struggle for drag and draw and compromising attitude besides being a tussle for maintaining a balance of power. Davies (2004) defines conflict as the incompatibility of interests or goals in real, noticeable and perceptibly apparent behavior. It cannot be believed that the strong desire of peace can be availed by both the conflicting groups at the same time or at once. This struggling situation is only the outcomes of the superior cultures, status quos and other production units. It is also an intermediate stage of struggle that expedites and causes more devastation. A social conflict is a situation where two or more persons hanker after the aim or aspiration that they did not agree to share with each other. A conflict is not necessarily violent. Usually a conflict arises when some change occurs. Some wants the change, while others oppose it. A conflict has both negative and positive effects on the lives of human beings, depending upon how the conflict is dealt and managed. If it is not managed properly then it becomes terrible. If conflicts are tackled with composure and creatively, the result can be positive promoting good relationships, constructing unity and nourishing smooth intera

FAQs

What is the study’s main purpose regarding education and social conflict resolution?

To evaluate secondary school teachers’ perceptions of the role of education in social conflict resolution and to assess how education can sensitize teachers to conflicts and support their resolution.

How was the study conducted and what data was used?

A sample of 560 male secondary school teachers was selected randomly. Data was collected using a self-developed questionnaire and analyzed using chi-square and percentage methods.

What key finding describes the current education system’s support for conflict resolution?

Education related to social conflicts resolution does not exist formally in the education system and does not provide practical skills; teachers also are not trained, and no workshops or student discussions are arranged.

Oct 15, 2026

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