Peace Education: A Frame Work for Resolving Teachers’ Lived Experiences of Division in Lukulu District

A study that explored the teachers' lived experiences of division in Lukulu district of Western Zambia was carried out using interpretive phenomenological analysis. The objectives of the study were to explore teachers’ experiences of division in some selected schools of Lukulu district, investigate the causes of division as a form of violence against teachers in some selected schools of Lukulu district as well as provide a framework for resolving division against teachers in some selected schools of Lukulu district.
Using structured interviews, data were collected from ten schools of Lukulu district where cases of division are high among primary teachers. The sample size involved five Head teachers and ten primary school teachers in Lukulu district. The peace education theory by Harris (2003) was used to guide the study.
The study found that factors such as management and leadership styles, cultural, political, religious and structural can divide teachers. The study proposes the MUNDIA theory as an important framework that can help to resolve the problem of division among primary teachers in Lukulu district.

Peace Education, Teacher Division, Conflict Resolution, School Leadership

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