SCHOOL-BASED DISASTER RISK REDUCTION MANAGEMENT PRACTICES AND HAZARD PREPAREDNESS FOR SAFE LEARNING ENVIRONMENT

Disaster Management

The study dealt with the school-based disaster risk reduction management practices and hazard preparedness for safe learning environment in 2nd Congressional District. It specifically determined the level of school-based disaster risk reduction management practices; level of hazard preparedness of schools; and the level of safe learning environment. Further, it determined the significant relationship between the school-based disaster risk reduction management practices and safe learning environment; the significant influence of the school-based disaster risk reduction management practices to safe learning environment; the significant relationship between the hazard’s preparedness of school and safe learning environment; the significant influence on the schools’ hazard preparedness to safe learning environment. This research utilized a descriptive–correlation research design to analyze from the 100 respondents taken through quantitative method, purposive sampling technique was used. The instrument used was utilized a modified questionnaire from DRRM Manual to gather the data needed. Results of the validity and reliability test using Cronbach’s Alpha was .840 with 50 samples, which meant that the items in the instruments were reliable. Data gathering procedure using communication addressed to the Schools Division Superintendents, and the statistical tools utilized mean. To test the hypotheses, it employed Spearman rho and multiple linear regression. Results revealed that the school-based disaster risk reduction management practices were highly correlated with a safe learning environment. It meant that the higher the school-based disaster risk reduction management practices, the higher will be the level of safe learning environment. In the same manner, the school-based disaster risk reduction management practices were highly influenced to the safe learning environment. It meant that disaster response, disaster rehabilitation and recovery, and disaster prevention and mitigation were the best predictors of pupils’ safety. While disaster preparedness, disaster response, disaster rehabilitation and recovery, and disaster prevention and mitigation were the best predictors of teachers’ safety. On the one hand, disaster preparedness, disaster response, disaster rehabilitation and recovery were the predictors of stakeholders’ safety while disaster response, disaster prevention and mitigation were the best predictors of school plant and facilities safety. Furthermore, the schools’ hazard preparedness was highly correlated with a safe learning environment. It meant that the higher the schools hazard preparedness, the higher the level of safe learning environment. Meanwhile, on the level of influence, the schools’ hazard preparedness was highly influenced to a safe learning environment. It meant that pupils’ safety was highly influenced by environmental hazards and socio-economic, political and security hazards. On the one hand, natural hazards and socio-economic, political and security hazards were the best predictors of teachers’ safety. While environmental hazards and socio-economic, political and security hazards were found to be the best predictors of stakeholders’ safety. Moreover, school plant and facilities safety were highly influenced by natural hazards, human-induced hazards, and environmental hazards.

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