FROM CLASSROOM TO CRISIS: LIVED EXPERIENCES OF TEACHERS ON SCHOOL DISASTER MANAGEMENT IN THE DIVISION OF TAGUM CITY

Education

This study explored the lived experiences of teachers in school disaster management within the Division of Tagum City, aiming to provide valuable insights and suggestions for enhancing the School Disaster Risk Reduction and Management (DRRM) Program. Employing a phenomenological qualitative research design, the study gathered data through in-depth interviews with eight teacher-informants who were purposively selected from schools in the division. Findings revealed that teachers' experiences are shaped by significant challenges, including a lack of equipment, student and parent participation, and the burden of working on multiple tasks. To cope, they employed strategies like resourcefulness, coordination with officials, and proper time management. The experiences profoundly influenced their teaching by making them a guide to students, fostering deeper relationships, and integrating disaster preparedness into their lessons. Ultimately, these experiences transform them into well-rounded teachers and first responders. Based on the findings, it is recommended that schools and policymakers formalize and institutionalize a comprehensive disaster preparedness program. This includes providing psychosocial support for teachers to mitigate the emotional toll of their dual roles and closing resource gaps through a needs-based assessment of infrastructure and equipment. Furthermore, schools should integrate teachers and parents into the disaster planning process and provide regular, formalized training to build a more resilient and community-centered approach to school disaster management.

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