Teachers' Readiness Levels for Ensuring Educational Continuity During Crisis Risks: An Analysis of Challenges, Strategies, and Preparedness Metrics

Education

Upholding the continuity of education during times of crisis has become a fundamental responsibility of teachers and school leaders. School experiences class interruptions at these states require teachers to adapt quickly and ensure that learning continues despite difficult conditions. This study examined the readiness levels of teachers in ensuring educational continuity during crisis situations, focusing on their ability to respond effectively. A quantitative correlational research design was employed to determine the relationship between preparedness factors and teachers’ readiness to maintain learning during challenges. This involved twenty two [22] teachers of Sultan Sinanggayan Integrated School who had prior exposure to disaster preparedness and continuity planning initiatives. Data were collected using a structured survey questionnaire based on a five-point Likert scale. Descriptive statistics were used to determine the level of teacher readiness, while Pearson correlation and regression analysis were conducted to examine the relationship between preparedness indicators and continuity practices. The findings revealed that teachers generally demonstrate a high level of readiness in maintaining learning continuity, particularly in terms of their ability to adapt instructional strategies and provide continuous support to students. Yet, various challenges were also identified, including limited technological resources, insufficient training in crisis-responsive teaching approaches, and the increased workload experienced during emergencies. The results suggest that strengthening professional development programs, improving institutional support, and enhancing crisis preparedness initiatives are essential for sustaining effective learning during disruptive events. Overall, the study contributes to the growing body of research on disaster-resilient education systems and emphasizes the crucial role of teacher preparedness in sustaining education during crisis.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.