Disaster Risk Reduction Management and Resiliency of Schools in West District of Sariaya, Division of Quezon Province: A Basis for an Enhanced Program Implementation CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
According to the International Finance Corporation (2015), Education is a human right, universal and inalienable. Education is especially important in enabling people to reach their full potential and exercise other rights. This right does not disappear or get suspended because of disasters and emergencies. When education is interrupted or limited, students drop out, with negative and permanent economic and social impacts for students, their families, and their communities. Natural hazards are part of the context for educational planning. Whether it is annually recurring floods, a once-in-5- generations earthquake, the increasing severity of storms and cyclones, water shortages, or the slow onset of rising sea water levels, these known and expected hazards can be mitigated with the determined application of knowledge, education, and ingenuity. Emergency situations brought about day-to-day activities as well as natural phenomena may result to grave consequences if safety is regarded. In school, teachers and school personnel need to strengthen their skills in order to formulate decisions in preparation for possible risk situations. Hence, a strong safety and Disaster Preparedness Program must be adopted and maintained. All over the world, natural
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phenomena occur, that’s why it is necessary to be prepared and implement a disaster risk management program.
Like in Nepal, Erma (2022), explained that Nepal is regarded as one of the country’s most vulnerable to disasters and over the years, it has been the victim of various disasters ranging from small to massive natural disasters. Over 9,000 recorded deaths and millions of injured or displaced people can be linked to the massive natural disasters. The earthquakes witnessed in the country has had major effects on all sectors of in the country, however, it seems like the educational sector has taken the hardest hit. Over 35,000 classrooms have been recorded as damaged and this has affected the education of about 1 million kids. Thus, there is an increased need for Disaster Risk Reduction (DRR) education in the school sectors because of the massive impacts it has felt over the past few years as a result of the earthquakes, landslides and floods it has had to face. DRR will be a great way to reduce the impacts because it will help promote resilience as well as save lives and properties.
On the other hand, in the Philippines Bacus (2020), said that the Philippines experienced two most destructive calamities- the 7.2 magnitude earthquake in Bohol, which affected 275,855 school children, and the mega-typhoon Yolanda (Haiyan), which affected 1.4 million school-aged children. (UNICEF, 2013). According to the Global Risks 2014 Report, World Economic Forum, the significant number of casualties could have been remarkably reduced if the community had understood and prepared enough for disasters. Having adequate awareness of hazards is very significant to be self-reliant. As mentioned by Paño et al. (2014), preparedness is the key to safety. The culture of school safety in the Philippines is translated through Republic Act No. 10121 or the Philippine
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Disaster Risk Reduction and Management Act of 2010. With its plans and hopes, the Philippine government has become strongly committed to implementing measures and guidelines for Disaster Risk Reduction. To comply with these international standards for Disaster Prevention and Risk Reduction, the Fourteenth Philippine Congress passed the Republic Act 10121 or the Philippine DRRM Act of 2010. Republic Act 10121, otherwise known as the Philippine Disaster Risk Reduction and Management Act of 2010, mandated all government agencies to institutionalize policies, structures, and coordination mechanisms and programs with continuing budget appropriation on DRRM from national to local levels.
Cognizant to the disaster management plans of the Philippine government, RA 9155, otherwise known as the Governance of Basic Education Act of 2001, has vested the Department of Education with authority, accountability, and responsibility to ensure access to basic education which is often disrupted by emergencies and disasters. This resulted in the department’s initiative and spearheads the establishment of mechanisms that prepare, guarantee protection, and increase the resiliency of DepEd personnel and learners in the face of disasters through institutionalizing its office. Hence, this move creates a safety culture at all levels, systematizing education investment protection and ensuring the continued delivery of quality education services.
The Philippine government, through the Department of Education, has made its role in supporting the implementation of one of the provisions of the Philippine Disaster Risk Reduction and Management Act of 2010 (PDRRM Act), which is to integrate DRRM in the school curriculum and other educational programs and to heighten the level of resiliency of students toward natural disasters. This effort created many DepEd Orders
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such as DepEd Order 50, s. 2011 “Creation of Disaster Risk Reduction and Management Office”; DepEd Order 21, s. 2015 “Disaster Risk Reduction and Management Coordination and Information Management Protocol; DepEd Order 27, s. 2015
“Promoting Family Earthquake Preparedness”; DepEd Order 37, s. 2015 “The Comprehensive Disaster Risk Reduction and Management in Education Framework Prioritizing the Mainstreaming of Disaster Risk Reduction management in the school system and implementation of programs and projects relative therefor”; and DepEd Order 39, s. 2016 “Adoption of the Basic Education Research Agenda,”.
In one study relative with the aforementioned, according to Onyango as cited by Haji (2021), said that every secondary school need to have a plan for development of capacity for the staff and students to be better prepared in responding to disaster. School administrations and other stakeholders ought to provide necessary information and materials support to schools to promote disaster preparedness, and school administration need to protect investment in physical infrastructure and plan for reinforcement or upgrading of existing structures to become more resistant and resilient to the damaging effects of disaster. In view of the limitations and delimitations of the study, the study suggested a study assessing the training needs of Ministry of Education officials and principals regarding disaster awareness and preparedness in secondary schools and similar study be carried out in other parts of the country given that disasters can possibly occur in any school within the country.
On the other hand, developing the skills of teachers for effective delivery of disaster risk reduction curriculum involves a combination of training in hazard- and disaster-related content and training in facilitating the active forms of learning. This is happening in some
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cases. However, such training happens as a one-time event with less or no follow-up for teachers’ development or even monitoring sustainability. At present, risk reduction is recognized as vital for building a more equitable future and for reducing the severity of losses during disasters and being able to cope with the adverse effects of disasters. Effective risk reduction occurs when there is a cooperation between different sectors while implementing an existing disaster prevention and preparedness program. Disaster education is important that includes education on disaster risks, mitigation, and preparedness strategies to reduce the negative consequences of disasters.
But despite the importance of disaster risk reduction management program, and the effort of the government to instill the importance of this in the welfare of all the stakeholders, there are still some issuesand concerns encountered in the Implementation of DRRM programs, projects, and activities among different schools, in Sariaya West District. This is because, the there are some school head, who don’t prioritize some problems that may cause risk/s in the future. They invest the budget from other activities, instead of investing it in some of the infrastructures that need to be prioritize; there is also a problem with lack of fund for medical supplies. In addition, during typhoon the school became an evacuation area, that affected the learning delivery, and may cause class interruptions. Moreover, as a coordinator for almost ten years, from 2012-up-to the present, the researcher also noticed that there is no 100% compliance, in following the guidelines for fire and earthquake drills, among 36 schools, especially in fire drill.
These problems, issues and concerns are supported by Asis, Atando and Dariagon (2021), revealed that the diverse attitude of stakeholders, insufficient manpower, and poor database management were the major problems encountered in executing
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countermeasures. Appointing full-time disaster managers, developing a disaster information management system, massive information drive, organizing village-based volunteers, integrating disaster management into formal education, and mandatory trainings for officials, preparing for a possible major volcanic eruption and crafting a comprehensive plan against emerging emergencies like the COVID-19 pandemic may lead to a 360° preparedness.
Thus, this scenario motivated the researcher as the District DRMM Coordinator, Sariaya West District, Manggalang Uno Elementary School, to conduct the study that will the determine the Implementation of Disaster Risk Reduction Management Program and Capabilities in relation to Preparedness and Resiliency of Schools in West District of Sariaya, Division of Quezon Province. In order to provide an input to the strength and weakness of the district, and to come up with an intensify intervention plan that will help the district to be more prepared and resilient in facing any kinds of risks, in order to minimize its impact among all the stakeholders, and their properties.
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Theoretical Framework
This research study is anchored in the theory of Sustainable Development Theory and the Emergency Management Theory. Based on Sustainable Development Theory, it is a theory that was developed by Graham Harlem Brundtland, as cited by Zahedi (2019). This theory pertained to the development which would satisfy the needs of the present time without using future generations’ abilities for fulfilling their needs
In relation to the study this means that in the implementation of disaster risk management program, and in developing the resiliency among schools. It is important that the effort of the school, together with all the stakeholders, must be evident in how they will prepare and resilient in handling the different kinds of disaster and risk. This will help to provide quality education, among the students, both in the present and in the future.
On the other hand, Emergency Management Theory, was developed by Hoetmer (2019), and defined this theory as a discipline and profession of applying science, technology, planning, and management to deal with extreme events that can injure or kill large numbers of people, do extensive damage to property, and disrupt community life.
In relation to the study, Emergency management theory, and its applications to disaster risk management program, provide emphasis to protects communities by coordinating and integrating all activities necessary to build, sustain, and improve the capability to mitigate against, prepare for, respond to and recover from any kinds of risk/s or disasters.
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Sustainable development theory and emergency management theory have been the basis of this study as a framework because of their highly significant contribution in the study.
Conceptual Framework
The conceptual framework of the study will be modelled after the IPO model. The input–process–output (IPO) model, provides a framework for conceptualizing the study, through its independent and dependent variables. The IPO model is a systems theory, as it rests on the assumption that than one-to-one relationships between variables.
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Figure 1. Theoretical Framework of the Study
The Input variables or the independent variables include: the profile of the respondents in terms of: age; sex; highest educational attainment; position; and number of trainings and seminars attended related to risk reduction management. This will also include is the implementation of the disaster risk reduction management; The level of resiliency of schools; As well as the challenges encountered by the respondents in the implementation of disaster risk reduction management
The process variables will involve the analysis of independent variables. Assessment of the results is will be made possible through the use of questionnaire that will be distributed and answered by the chosen respondents.
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Figure 2. Research Paradigm of the Study
Figure 2 show the relationship between the input, process and output, the method used to assure the accomplishment of the study.
The output variables showed result of the process which is the Disaster Risk Management and School Resiliency Intervention Plan.
Statement of the Problem
The purpose of this research is to determine the Implementation of Disaster Risk Reduction Management Program and Capabilities in relation to Preparedness and Resiliency of Schools in West District of Sariaya, Division of Quezon Province
Specifically, this research will seek to achieve the following questions:
1. What is the profile of the respondents in terms of:
1.1.age;
1.2.sex;
1.3.highest educational attainment;
1.4.position;
1.5.number of trainings and seminars attended related to risk reduction management?
2. What is the implementation of the disaster risk reduction management as to: (UNDRR, 2019). (Agapito,2021). https://ejournals.ph/article.php?id=15968
2.1.Disaster Prevention and Mitigation
2.2.Disaster Preparedness;
2.3.Disaster Response;
2.4.Disaster Rehabilitation and Recovery.
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3. What is the level of resiliency of schools in West District of Sariaya, Division of Quezon Province, in terms of:
3.1. restoration;
3.2. information and communication;
3.3. resilience strategies; and
3.4. policies, plans and procedures
4. What are the challenges encountered by the respondents in the implementation of disaster risk reduction management?
5. Is there a significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools, when they are grouped according to its profile variables?
6. Is there a significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools?
7. What intervention plan may be proposed based from the results of the study?
Hypotheses
The following are the hypotheses of the study:
Ho1: There is no significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools, when they are grouped according to its profile variables.
Ho2: There is no significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools?
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Significance of the Study
The researcher believed that the results of this study will be of benefit to people who are involved in ensuring the safety of the students, and all the stakeholders in school, through Disaster Risk Management and School Resilience. The findings of the study are expected to be beneficial to the following:
Learners- this study will be beneficial among the learners, because they will benefit a lot if they have a safe and conducive learning environment.
School Head- it will lessen the expenses if the school will be prepared and will mitigate the risk/s cause by natural disaster. They may also realize the importance of their coordination with the DRRM Coordinator.
DRRM Coordinator- this study will guide them to prioritize projects, program and activities, that will allow to properly implement disaster risk management.
Teacher- this will allow them to realize their important role in contributing to the success of the implementation of disaster risk management program.
Parents- this will serve as awareness about their important roles in maintaining the safety of the schools.
Curriculum Learning Developer- this will serve as a guide to avoid learning gaps, that disrupted the class due to unpreparedness in handling any kinds of risk/disasters.
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Scope and Limitations of the Study
This study focuses on the Disaster Risk Reduction Management and Resiliency of Schools in West District of Sariaya, Division of Quezon Province: A Basis for an Enhanced Program Implementation. This covers the profile of the Respondents, in terms of: age; sex; highest educational attainment; position; and number of trainings and seminars attended related to risk reduction management. This will also cover the implementation of the disaster risk reduction management as to: Disaster Prevention and Mitigation; Disaster Preparedness; Disaster Response; and Disaster Rehabilitation and Recovery.
Moreover, this will also determine the level of resiliency of schools in West District of Sariaya, Division of Quezon Province, in terms of: Restoration; Information and communication; Resilience strategies; and Policies, plans and procedures.
Moreover, this study will be limited among 26 schools, which includes 26 DRRM Coordinator, and 26 Principal/OIC in West District of Sariaya, Division of Quezon Province, with a total of 52 respondents.
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Definition of Terms
The following terms that were used in the study were defined operationally and conceptually to aid readers’ better understanding of this research work.
Disaster risk management- It is a process of effectively preparing for and responding to disasters. (Tulane, 2023). In the study this refers to the application of disaster risk reduction policies and strategies to prevent new disaster risk.
Disaster preparedness- it plays a critical role in mitigating the adverse health effects of natural disaster. (Chan, and Ho, 2018).
Disaster response- In the study, it refers to movement taken directly before, during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected.
Rehabilitation and Recovery- it focuses on rebuilding the affected communities, restoring livelihoods, effectively preventing the recurrence of disasters and harnessing conditions for future development. (Regional Development Council, 2012).
Resilience- it refers to any attempts made to absorb and/or manage disaster effects and return to the previous function by the use of resources. (Shaw and Thi, 2016).
Mitigation- It refers to a sustained action taken to reduce or eliminate risk to people and property from hazards and their effects. (Bullock, Coppola and Haddow, 2012).
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant literature and studies pertinent to the selected parameters of the study. The literature and studies were organized according to the objectives of the study indicated in the statement of the problem. At the end, a synthesis was provided.
Related
Shaw and Thi (2016), Resilience is an ever-changing dynamic concept. In educational system, it refers to any attempts made to absorb and/or manage disaster effects and return to the previous function by the use of resources. It aims to reduce vulnerabilities, enhance capabilities, and manage properly to address the risks of natural disasters. Therefore, cities need to achieve a suitable level of resilience in various dimensions.
Disaster Risk Reduction
Mutch (2021), said that disasters can cause the destruction of buildings, infrastructure and lead to casualties and death tolls. The destruction and damage to schools are also one of the consequences of natural disasters, which may eventuate the
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Literature Foreign Resiliency
disability or death of teachers and students. Furthermore, there is the possibility of interruption of education at disasters if there are damages to school buildings.
Gough and Towers (2019), It is well established that disasters are the result of hazards that impact communities that are vulnerable in some way. Still, vulnerability is often overlooked in school-based DRRRE. Instead, it should be included as a central concept because it highlights that disasters are not “natural” or inevitable, but a consequence of decision-making and human action (or inaction). Children can consider how certain groups of people might be overlooked in emergency management plans or how residents sometimes lack the knowledge and resources they need to adequately prepare for and respond to hazards. Equally important is the concept of capacity, which provides a lens through which children can identify the various strengths, attributes, and resources that can be deployed to reduce disaster risk and increase resilience. Having children conduct investigations to identify vulnerabilities and capacities can help reframe disasters as problems to be solved and position children as active participants in the problem-solving process.
Meanwhile, United Nations Office for Disaster Risk Reduction (2022), mentioned that the Hyogo Framework for Action (HFA) was the global blueprint for disaster risk reduction efforts between 2005 and 2015. The HFA was adopted in 2005 at the World Conference on Disaster Reduction, held in Kobe, Hyogo, Japan. Its goal was to substantially reduce disaster losses by 2015 - in lives, and in the social, economic, and environmental assets of communities and countries. The HFA identified five priorities for action: Ensure that disaster risk reduction (DRR) is a national and a local priority with a strong institutional basis for implementation; Identify, assess and monitor disaster risks
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and enhance early warning; Use knowledge, innovation and education to build a culture of safety and resilience at all levels; Reduce the underlying risk factors; and Strengthen disaster preparedness for effective response at all levels. The adoption and implementation of HFA marked a milestone in catalyzing national and local DRR efforts and in strengthening international cooperation through the development of regional strategies, plans and policies. The HFA drove significant progress in developing institutions, policies, and legislation for disaster risk reduction. Stakeholders at all levels, strengthened their capacities for risk assessment and identification, disaster preparedness, response and early warning.
Disaster Preparedness
Moreover, the Multi-Country Synthesis Report (2019), mentioned that in order to create an effective legal and institutional framework for disaster preparedness and response, decision-makers should consider developing law and/or policy that: Clearly sets out the roles and responsibilities of each governmental institution that is involved in disaster preparedness and response this is extremely important for disaster response institutions; Provides sub-national governmental institutions with sufficient powers and resources to fulfil their disaster preparedness and response mandates; Allocates institutional responsibility for all jurisdictions (national and sub-national); all types of hazards (slow and sudden onset; natural and manmade); all functions (policy, operations, monitoring and evaluation etc.); Establishes coordination mechanisms that include all governmental and non-governmental DPR actors, including national human rights institutions, ombudsmen and organizations that have a mandate to represent or advocate for vulnerable groups (e.g. women’s rights commissions; disability rights organizations);
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Clearly outlines the roles and responsibilities of non-governmental DPR actors; • grants non-governmental DPR actors the highest degree of responsibility that is appropriate to their resources and capacity; Requires coordination bodies to meet regularly, including when there is no active response; and Includes, or imports by reference, humanitarian principles and human rights that are relevant to disaster-affected persons.
Borque, Shoaf and Nguyan (2016), said that one of the most common ways to study natural disaster preparedness levels is by characterizing these measures within the places where individuals spend most of their time, such as their homes (with their families) and their workplaces. These areas are representative not only of the types of preparedness measures adopted by the population, but also the areas that people recognize as sources of common and relevant information for taking preparedness measures. Preparedness actions involve developing plans, stockpiling of supplies and performing exercises and drills, all aimed to reduce the impact of the disaster. These actions have been translated into recommendations, checklists and actions that organizations provide to households, communities and workplace in order to be prepared in case of a disaster. Response organizations recommend to frequently assess and evaluate whether these actions have been implemented.
Moreover, Sheffield (2017), said that disaster risk reduction training is essential for having a sustainable community. The importance of disaster risk reduction training in schools is due to its role in creating safer schools, increasing the resilience capacity, and reducing the damage caused by natural disasters. Its mere integration in the curriculum alone not enough but relevant issues such as structural and non-structural safety, statute
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law, management mechanism, qualified human resources, adequate budget, strong cooperation, appropriate warning system, and risk assessment should also be considered.
Disaster Management
Tulane (2023), Disaster management is a process of effectively preparing for and responding to disasters. It involves strategically organizing resources to lessen the harm that disasters cause. It also involves a systematic approach to managing the responsibilities of disaster prevention, preparedness, response, and recovery. It also involves examining and managing causal factors. It requires assessing the extent to which a community can withstand a disaster. Some communities are more vulnerable than others. For example, poorer communities have fewer resources to prepare themselves for a storm or bounce back from flood damage.
Mitigation
Bullock, Coppola and Haddow (2012), said that Mitigation refers to a sustained action taken to reduce or eliminate risk to people and property from hazards and their effects. Mitigation activities address either or both of the two components of risk, which are probability (likelihood) and consequence. By mitigating either of these components, the risk becomes much less of a threat to the affected population. In the case of natural disasters, the ability of humans to limit the probability of a hazard is highly dependent on the hazard type, with some hazards such as hurricanes or tornadoes impossible to prevent, while avalanches, floods, and wildfires are examples of hazards for which limiting the rate of occurrence is possible. In general, however, mitigation efforts for natural hazards tend to focus on improved consequence management. In terms of man-made
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disasters, however, there is a much greater range of opportunities to minimize both the probability and the consequences of potential incidents, and both are applied with equal intensity.
Resiliency
Fonllem (2022), Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools’ psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings.
The International Federation of Red Cross and Red Crescent Societies (IFRC) as cited by Robbins (2022), explained that Legal gaps in disaster risk reduction can have a significant impact on the resilience of communities to disasters. Similarly, experience shows that without the appropriate legal instruments to deal with disaster response, authorities can be overwhelmed by relief operations and vital aid can be delayed. Disaster Law contributes to more effective disaster preparedness and getting relief to vulnerable people faster. The IFRC’s Disaster Law Database provides legal and policy instruments related to disaster management from the international, regional, national, provincial and local levels as well as References to articles, book chapters and reports relevant to disaster law.
Amiri and Dehghani (2021), Resilience has become an important concept in the fields of disaster management. Resilience involves both physical and social systems and includes three dimensions of persistence, improvement and self-reliance. So, a resilient community is able to respond to change or stress in a positive way. It can also maintain
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its core functions as a whole despite the tensions that exist. Therefore, the role of planners and policymakers in the formation of resilience is very important. Schools as educational environments can play an effective role in reducing disaster risk and increasing resiliency.
Local Related Studies Foreign
Moreover, Dowlati, Maroufi and Torani (2019), reviewed the importance of education and the effect of different methods of education on disaster risk reduction and preparedness in vulnerable people. Based on the results, disaster education is a functional, operational, and cost-effective tool for risk management. Based on some evidence, it is important for vulnerable people to learn about disasters. There are different methods to educate vulnerable people, but no method is better than others. Trained people can better protect themselves and others. In this regard, planning and designing comprehensive educational programs are necessary for people to face disasters.
Saima (2015), emphasizes on the role of Bangladesh Open University in creating awareness among its learners about the causes and pattern of disasters, pre and post disaster management strategies, etc. The study proves that BOU is a unique educational institution which, through the ODL method of teaching, using various educational medium like, tutorial support, printed study materials, electronic media, internet, and cellular phone, etc. can provided a wide range of knowledge about the disaster vulnerability, risk reduction and management strategies to its learners.
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Amin, et.al (2020), determined the level of disaster resilience of schools in Yazd, central Iran. The results indicated that the school disaster resilience level is directly influenced by location, construct, equipment, architecture, nonconstruct, safety, transportation paths, education, and function. Due to the cost and unchanged ability of some areas, equipment, safety, education, and function can be improved with proper management and planning, thereby increasing the resilience of schools. Students’ educational level and type of school construct also affect resilience. Awareness of the total status of resilience can help policy-makers and experts create an effective program for resilience. Moreover, the results may help the school management board in assessing the level of resilience of their school and determining the priorities for correction.
Mirzaei, Mohammadinia and Nasiriani (2019), reviewed the literature to identify the components of school resilience in emergencies and disasters. The findings of the study revealed that the evaluation of articles based on content analysis resulted in the emergence of 4 themes, 11 subthemes, and 99 codes. The themes included structural factors, non-structural factors, functional-process factors, and facilities. The subthemes included building standards, school environment, physical safety of the building, equipment and facilities, safety and retrofit of non-structural components, infrastructures, communication (internal and external), education, management, health, and humanfinancial resources. Conclusions: The factors and dimensions affecting the resilience of schools were recognized. Different dimensions should be considered to increase the school's ability, and maintain its performance and appropriate response to disasters. The determined indices can be used by policy-and decision-makers when confronting emergencies and disasters to assess the resilience of schools against the risks.
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Lopez, Muldoon and Sajjadi (2023), identifying challenges of the existing disaster preparedness education programs for children in Iran. When analyzing qualitative data, fourteen challenges were identified in providing disaster preparedness programs to school children. The main challenges of disaster education programs in Iran are Communication (stakeholder communication, stakeholders' recognition, informing of stakeholders, and reliability), planning (sustainable planning, time table, inclusivity, educational resources), coordination (inter-organizations, intra-organizations), and logistics (staff, trainers, equipment, budget). According to our findings, programs should be upgraded to cover all Iranian children and should be prioritized in budget allocation and distribution. They require more facilities, and structure. Inclusivity aspect of the programs need more attention, and no child should be left out of disaster education, including children who are not in school, children in exceptional schools, and children in juvenile detention centers. Governments are recommended to prepare children for various disasters and do not focus only on earthquakes with an all-hazard approach.
Gokmenoglu and Sonmez (2022), investigated the extent of teachers' disaster preparedness beliefs regarding perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy and how their beliefs change concerning their demographic characteristics. The results showed that teachers' preparatory beliefs, especially those associated with their perceived benefits, susceptibility, barriers, and self-efficacy, were high, whereas their beliefs were found as moderate and low levels in cues to action and perceived severity dimensions. Age, disaster education experience, and gender were found to be significant variables related to teachers' disaster preparation beliefs. However, respondents' residential areas do not
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show different beliefs since all regions of Türkiye are prone to short lead-time disasters. These findings can guide policymaking and interventions to promote national disaster preparedness and develop a more effective and tailor-made teacher training program.
Galasso, Idris and Meilianda (2023), aimed at providing evidence-based recommendations to foster a more rapid post-disaster recovery of school physical infrastructures in disaster-prone marginalised communities. The findings of the study revealed that Disaster risk management at any government level for education infrastructure isgeared towards protecting students and teachers from injuries and deaths, ensuring education continuity following any expected hazard and/or threats, strengthening risk reduction and resilience through education, and safeguarding the public and private sector investments in the education sector. However, achieving these goals on a global scale is complicated as there are no ‘one size fits all’ strategies that apply.
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There are different studies, that showed or determined the disaster preparedness of the people, like in the study conducted by Agapito (2021), evaluated the organizational effectiveness related to Disaster Risk Reduction Management in Eastern Visayas State University in Ormoc City, with main focus on the practices of the four (4) thematic areas of the Disaster Management which are the Disaster Prevention and Mitigation, Disaster Preparedness, Disaster Response and Disaster Rehabilitation and Recovery. The findings revealed that the organizational effectiveness was indicated as Not Effective and the overall indication of the disaster management practices was indicated Partially Practiced. The problem areas identified were the lack of experiences/ trainings related to disaster management of the members of the organization that maybe one of the reasons why they gave diminutive importance of their functions and duties as a member of the Disaster Risk Reduction Management Council of the University. It was recommended that the administration conduct trainings/seminars/workshops related to disaster management, funding of the related activities, and hiring faculty with an appropriate skill to work efficient on related disaster management strategies. Moreover, the chairman should impose strict implementation of the University Code and treat Disaster Management as one of the priority functions as a public servant. Meanwhile, Bronfman, Castañeda and Cisternas (2019), determined the level of preparedness at home and work was assessed to face two types of natural hazards: earthquakes and floods. The findings showed that participants are significantly better prepared to face earthquakes than floods, which sends a serious warning to local authorities, given that floods have caused the greatest human and material losses in the
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region’s recent history of natural disasters. Men claimed to be more prepared than women to face floods, something that the authors attribute to the particular characteristics of the main employment sectors for men and women in the region. The potential contribution of large companies on preparedness levels of communities in the areas in which they operate is discussed. The sociodemographic profile of individuals with the highest levels of preparedness in an environment with multiple natural hazards are people between 30 and 59 years of age, living with their partner and school-age children. The implications of the results pertaining to institutions responsible for developing disaster risk reduction plans, policies and programs in a multi-hazard environment are discussed.
Galvizo (2022), determine the integration of disaster risk reduction education and the extent of disaster preparedness in the ASEAN region and the public secondary schools in the Division of Butuan City, Caraga Region, Philippines. The findings revealed that all the extent of disaster preparedness indicators in terms of structural resilience, early warning system, plan implementation, and risk information and monitoring were perceived as satisfactory. Plan Implementation, which focused on trainings, drills, and programs revealed to be significant and contributory to the disaster preparedness of schools that showed the highest mean in all indicators as perceived by teachers. Structural resilience of school buildings proved to be compliant with the structural code about disaster preparedness as perceived by students. However, risk information and monitoring were revealed to have the lowest mean scores in all indicators perceived by teachers and students. This clearly shows a weak implementation of the risk assessments, monitoring, and evaluation in schools. On the other hand, the extent of integration of disaster risk reduction education in the curriculum, school policies, programs and
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activities, and organizational structure was perceived as satisfactory. A School policies showed the highest means in all indicators while the organizational structure got eh lowest mean as perceived teachers and students. The results revealed that school policies have a greater impact on the integration of disaster risk reduction education while the organizational structure is less significant in integrating DRR education. On the other note, the relationship between the extent of integration on DRR education and disaster preparedness was highly significant. Among the facilitating factors pointed out was the support of the different stakeholders such as the community, benefactors and sponsors, and the whole school community. However, the hindering factors were a lack of financial support, the drills and symposium were not taken seriously by the students and teachers, and the schools lacked qualified responders, facilities, and equipment in a disaster.
Canencia and Napere (2013), examined the disaster management trainings attended by the teachers and their capability level in managing natural and humaninduced disasters. It also explored the pupils’ knowledge, attitudes and behavior about disaster management. Employing descriptive research design, 200 teachers and 300 pupils in the public central schools in Iligan City served as respondents. Survey questionnaires were used in data gathering and were treated using frequency counts, means, percentages and correlation procedure. Results reveal that almost all of the teachers did not have trainings on disaster management and yet, they are capable in managing the identified disasters. Meanwhile, the pupils posted a good remark on their knowledge, attitudes and behavior about disaster management. The two powerful typhoons Sendong (Tropical Storm Washi) and Pablo (Tropical Storm Bopha) left a learned lesson to the people in Iligan City not to be complacent in any disasters. The
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study recommend for a full institutionalization of disaster management to all schools to protect the school personnel, pupils, and educational facilities.
Antone and Napallaton (2019), determine the natural and man-made disasters that occurred and experienced by the elementary schools faculty, staff and the LDRRMC personnel of the selected areas of Leon B. Postigo, Godod, Salug, Liloy, Gutalac, Kalawit, Tampilisan and, Labason, Zamboanga del Norte. Level of preparedness and participation of these municipalities are at risk by the Local Disaster Risk Reduction, and Management plans were determined as prescribed by the R.A.10121. Respondents considered by random sampling were from the local government units, particularly the faculty and staff of the elementary schools of the 3rd district. A self-made questionnaire checklist was used in gathering the data. Findings disclosed that earthquake, flood, vehicular and fire incidents appeared as the most prevalent. They lacked monitoring and thorough implementations of the programs prescribed by the NDRRMC. They purchased some important facilities, however, some necessary equipment was not procured and people are less participative in mitigating disaster risk reduction.
examined the disaster management trainings attended by the teachers and their capability level in managing natural and human-induced disasters. It also explored the pupils’ knowledge, attitudes and behavior about disaster management. Results reveal that almost all of the teachers did not have trainings on disaster management and yet, they are capable in managing the identified disasters. Meanwhile, the pupils posted a good remark on their knowledge, attitudes and behavior about disaster management. The two powerful typhoons Sendong (Tropical Storm Washi) and Pablo (Tropical Storm Bopha) left a learned lesson to the people in Iligan City not to be complacent in any
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disasters. The study recommends for a full institutionalization of disaster management to all schools to protect the school personnel, pupils, and educational facilities.
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Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter contains the information about the research design, locale of the study, respondents of the study, sample and sampling technique, data gathering procedure, and statistical treatment of data. Various statistical methods and instruments used in analyzing the data are also described in this study.
Research Design
The study used the descriptive quantitative method of research which deals with numerical data obtained from the subjects’ responses. According to Martyn (2022), Descriptive research design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way.
In the study, the descriptive design used to know the Disaster Risk Reduction Management and Resiliency of Schools in West District of Sariaya, Division of Quezon Province. Moreover, the research questionnaire that will be utilized by the researcher will be based from his readings of the different literatures, validated by master teachers and research experts. After the approval, the questionnaires will be distributed to the respondents through google forms. And tallied for statistical treatment. The data gathered will be analyzed descriptively and the findings from this analysis are the basis of an intervention plan based on the results of the study.
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Research Instrument
A self-devised questionnaire was designed to determine the Disaster Risk Reduction Management and Resiliency of Schools in West District of Sariaya, Division of Quezon Province. The items in the questionnaire are based from the readings of the researcher. The procedures in constructing the questionnaire are the following:
Construction of the Instrument. The researcher spent time in reading different books, journals and online resources that pertain to the Disaster Risk Reduction Management and Resiliency of Schools. He used the needed details and studies in constructing the initial draft of the questionnaire. The researcher applied the 4-point Likert scale. And developed set of statements which are answerable by strongly agree, agree, disagree, and strongly disagree.
Validation of Instrument The researcher made a draft and asked the assistance of other teachers in her workplace to enrich the content of the questionnaire. Aside from checking of grammar for consistency, all their suggestions will be considered and incorporated in the finalized questionnaire. Then, the researcher will approach his adviser for the validation purposes. Upon the approval, the questionnaire will multiply and distributed among the respondents, with the approval from the School Division Superintendent and the respondents consents to answer the survey questionnaire.
Administration. The researcher will write letter of request to the school head to have permission for the administration of the validated questionnaire to the intended respondents. When permitted, the researcher created another letter for the respondents, and the students to the conduct of the study. Afterwards, the researcher will distribute the
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questionnaire, among the respondents. The researcher will tally the result and seeks the help of the statistician to get the result of the research.
Ethical Consideration
The conduct of the study undergone the required protocols, through getting permission from proper authorities like the school heads, and the respondents. The subjects of the study will be oriented as regards the scope of the participation expected of them; however, they will be assured of the anonymity of all details pertinent to their identity since the data or information that were obtained from the study were used for the purpose of the investigation.
Data Gathering Procedures
Prior to the distribution of the questionnaire, the researcher will seek first the permission of the School Division Superintended to conduct the study. Upon the approval, the researcher will also provide consent to conduct the study, among the respondents Then this questionnaire will be distributed to the respondents wherein they will be guided all throughout the administration of the questionnaire.
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Scoring of Responses
After the retrieval of the questionnaires, the data will be collected and tabulated. The following scales will be utilized in the analysis and interpretation of the data.
3.25-4.00 SA Strongly agree
2.50-3.24 A Agree
1.75-2.49 D Disagree
1.00-1.74 SD Strongly Disagree
Statistical Treatment of Data
In order to answer the problem posted in the study, the following statistical treatments were used:
Percentage- this was used to determine the percentage of the profile of the respondents in terms of: age; sex; highest educational attainment; position; and number of trainings and seminars attended related to risk reduction management.
Ranking. This was used to determine the rank of the variables.
Weighted Mean. This was used to find out the assessment of the respondents on the implementation of the disaster risk reduction management as to: Disaster Prevention and Mitigation; Disaster Preparedness; Disaster Response; and Disaster Rehabilitation and Recovery. Moreover, this will also determine the level of resiliency of schools in West
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Legend: Range of Weighted Mean Qualitative Interpretation Score Qualitative Description
District of Sariaya, Division of Quezon Province, in terms of: Restoration; Information and communication; Resilience strategies; and Policies, plans and procedures.
T-test. This was used to determine the significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools, when they are grouped according to its profile variables; and the significant difference between the implementation of the disaster risk reduction management program, and the level of resiliency of schools.
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