1

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Asia and the Pacific has been a subject to all major types

of natural hazards that pauses threats to human and the

economics. For the developing countries, these disasters are one

of the factors that hinders the development because of its long-

range effects. To counter act, the effect of calamity disasters,

each unit in the school and government entity shall perform task

related to readiness to combat the risk of destruction. Hence, a

more pronounce risk management plan shall be crafted and

establish a mechanism of action for its implementation to bring

preparedness to the community.

The Philippines being an Island Nation including its

geography is exposed to those disasters both natural and man-

made. Cyclones, volcanic eruptions, earthquake, landslide and

flooding are just among the disasters that the country recurs to

experience. The World Risk Index 2012 released by the United

Nation International strategy for disaster reduction (UNISOR)

(Gaillard, Liamson, and Villanueva, 2012) ranked the Philippines

3rd among 173 countries in terms of Disaster vulnerability.1

1
Gaillard et. al (2012) Natural Disaster a retrospect into the
causes of the late 2004 typhoon disaster in Eastern Luzon,
Philippines Environmental Hazards 7 (4), p. 257-270
 2

The country is also vulnerable to the effects of climate

change aside from the impact of disaster Risk (World Bank, 2014)2

The country’s location is also vulnerable to numerous

meteorological hazard. It is located in the path of tropical

cyclones that are categorized as tropical depression, tropical

storm, sever tropical storm, typhoon and super typhoon.

Philippine Atmospheric Geophysical Astronomical Services

Administration recalled that there is an average 20 tropical

cyclones entering the Philippine area of responsibility.

According to Manila Observatory Northern Samar is included

on the top 20 provinces in the country at risk of Tropical

Depression, Typhoon and Super Typhoon because of its proximity to

the Pacific Ocean where majority of the typhoons passes directly

or indirectly through Eastern Visayas region which is within the

typhoon belt. Threats therefore is inevitable.3

On the other hand, the country also battles with another

disaster due to its proximity to the pacific ring of fire

frequent earthquake hits the country the latest is the Taal

Volcano eruption that resulted in Ash fall on the Nearby Province

of Batangas with nearly millions of people affected with billions

worth of damages. Though Volcanic activities will not directly

2
The World Bank (2014) Climate Change Overview retrieved on
June 9 ,2021 from
https:// www.worldbank.org/en/topic/climatechange/overview
3
Mapping Philippine Vulnerability (2021) Hazards retrieved
on June 10,2021 from http://vm.observatory.ph cw_maps.html
 3

affect the Province of Northern Samar this will not exempt us

from the impact of Earthquake.

Despite of the Schools suffering from the impact of

calamities and or its personnel are not particular in the safety

practices and they lack safety facilities such as fire

extinguishers, fire exits, evacuation area, alarming device among

others. People know what is the word safety but the extent of the

implementation is sometimes not that effective because of the

shortage of budget and proper planning. The safety also sometimes

is taken for granted maybe because the location is not prone to

severe disasters or did not yet experienced such condition. The

proper way to work-out for the safety is to get involved in the

preparation even the location is not prone to disaster because we

can never tell when and how the disaster strikes.

According to the DepEd Order No. 48, s.2012, the Department

of Education (DepEd) in coordination with partner agencies

encouraged that schools to conduct quarterly fire and earthquake

drill.4 This activity is designed to enhance the level of

awareness of the students towards disaster risk reduction and

adaptation of climate change by assessing their capacity to

response during emergencies. All types of school, public and

private must formulate a committee that would manage the Disaster

Plans in their schools in order that the high risk areas must be
4
Department of Education, Deped Order No. 48 s. 2012, p 1.
 4

properly labelled and the schools’ emergency preparedness will be

evaluated. There is a proper coordination and good communication

plan with the local government units and the local disaster risk

reduction management office in order to have a guide on the right

actions to be undertaken during emergency situations.

The researcher, had a firsthand experience on this calamity

aside from residing in Northern Samar, His workplace is also

there. Currently stationed to a Brgy. School where floods is not

uncommon. Floods which reached up to the buildings roofing.

Typhoons which left the school buildings unroofed sometimes

collapsed, damaged fences and Learning materials such as

computers, books, school records and other teacher’s documents.

Not to mention classroom structures with budget taken from

teachers own pocket were always destroyed.

In some cases, roads are not passable due to landslide and

debris from uprooted trees furtherly increasing the risks for

teachers on their way to school. Because of this circumstances it

is rational to take a closer look on the level of school

preparedness in terms of its facilities and personnel trainings

and evaluate the extent of School Disaster Risk Reduction

Management with the DRRM act (RA 10121) as a legal basis and the

Deped issued memorandum no. 37 s. 2017 which institutionalized

the DRRM structures, protocols and practices into Education.5

5
Congress of the Philippines. Republic Act 10121
 5

Hazards threatened Schools must be the priority of the

government responses it is therefore the purpose of this research

to gather data in terms of the level of preparedness, Measure the

degree of satisfaction Identify and evaluate problems encountered

on our implementation, and compare it with other schools that is

also prone to disasters and a have a unified result that could be

the basis of the Division, Local/National response in addressing

the issue in the future. It is also in the mind of the researcher

to come up with an action plan intended to address any problem

which may be unfolded on this study.

OBJECTIVES OF THE STUDY

This study will aim to Evaluate the School Disaster

Preparedness among Hazard Prone Secondary Schools along the

Second District of Northern Samar.

Specifically, this study will aim to:

1. Know the profile of the schools in terms of:

1.1 Existing safety facilities;

1.2 Disaster preparedness plan; and

1.3 Building structure

 6

2. Determine level of awareness of the National

High Schools have in terms of its existing

preparedness programs implemented by:

2.1 Government

2.2 School

3. Determine the extent of implementation of the

disaster preparedness program.

4. Determine the degree of satisfaction of the

respondents on the implementation of the

program.

5. Design a Disaster Preparedness Strategic Plan

that is useful for a Secondary School Situated

in risk areas.

SIGNIFICANCE OF THE STUDY

The study aims to Evaluate Schools Disaster Preparedness

among Secondary Schools along the Second Congressional District

of Northern Samar its readiness in times of calamities like fire,

 7

earthquake and typhoon. It addresses the need of school personnel

and management to be trained how to respond on different calamity

situations in order to educate the students and to provide safety

plans for immediate action during emergencies. The findings of

the study are beneficial to the following:

Students. The findings of this study will benefit the main

client of the school which are the students and have they stayed

in the place almost 8 hours a day for five days thus, the school

shall provide them with safety learning environment and be

equipped with knowledge and skills in overcoming such situations.

Parents. Result of the study provide parents an assurance

that their children are safe in the school where they are

studying and they know that their students have proper knowledge

on how to respond in times of emergency situation called by

natural calamities. Also, they can help in implementing the

safety programs through the parents and teachers’ association

(PTA);

School personnel. The findings of the study provide

significant data to school personnel’s not just the old but

specially the newly hired that they may be able to recognized

different safety facilities in school for specific purposes and

they are provided with trainings and field experience to be

equipped and knowledgeable in responding emergency situations;

 8

School Management. The findings of the study benefit School

Manager after the assessment of the disaster preparedness of

their school. The school is provided with a copy of the

assessment so they have a reference on what is lacking in their

school to be improved and filled by the government with the

necessary assistance in terms of supplies in facilities and

necessary trainings to be equipped during calamities.

Community. Results of the study help community learns to

value the importance of preparation to safety because calamities

may occur anytime. On the other hand, community can help in the

evaluation of the safety programs of the schools by participating

or witnessing in the school safety drills conducted and submits

their evaluation report to the school authorities for reference

of the school management for further improvement on its safety

programs.

The researcher. Findings of the study guides the researcher

to make an action plan to be undertaken to address the needs of

the school for safety. And also the researcher is able to help

the schools in the assessment for its disaster preparedness and

able to inform the concerned agencies to provide what is lacking

in the school environment in terms of safety.

The future researcher. Findings of the study will benefit

future researchers through using the data provided herein. The

result of the assessment provides significant information as to

 9

the status of the disaster preparedness of schools in Division of

Northern Samar.

Scope and Limitation of the Study

This study centered on the Evaluation of the Schools

Disaster Preparedness among Secondary Schools along the Second

Congressional District, Division of Northern Samar. Furthermore,

the study will be limited to schools identified by the Division

Disaster Risk Reduction Management Office (DDRRMO) as the most

vulnerable to Hazards such as typhoon and flooding as the most

frequent occurring calamity every year, the schools are San Roque

District to include the place of work of the researcher, Pambujan

II and Palapag I-II district, Mapanas, Las Navas I-III district,

Lao-ang I-V district, Gamay I-II and Catubig I-III district over

all there are 39 Schools that will be the respondent of the

study. The DDRRMO based their data on the Rapid Assessment of

Damages Report (radar) submitted by every schools into the

Division office on the aftermath of calamities.

The respondents of the study were the 39 School Heads 39

School DRRM coordinator, 3 Secondary Teachers every schools and

the 39 local officials. The schools are identified by the

Division Disaster Reduction Management office as the most

disaster prone schools in the district

 10

Furthermore, the respondents will be limited to those who

will be present during the conduct of the study and who will

express willingness to partake in this undertaking.

Theoretical Framework

This study is anchored on the following theories: Social

Learning Theory (SLT), Emergency Management Theory

(EMT), and Theory of Planned Behavior and Disaster Preparedness,

School- Based Management, Social Phenomenology, Chaos Theory,

theory of Hierarchy of Needs, Cultural Theory.

The first theory, the Social learning theory is a theory of

learning process and social behavior which proposes that new

behaviors can be acquired by observing and imitating others.6 It

states that learning is a cognitive process that takes place in

a social context and can occur purely through observation or

direct instruction, even in the absence of motor reproduction or

direct reinforcement. In addition to the observation of

behavior, learning also occurs through the observation of

rewards and punishments, a process known as vicarious

reinforcement. When a particular behavior is rewarded regularly,

it will most likely persist; conversely, if a particular

behavior is constantly punished, it will most likely desist. The

theory expands on traditional behavioral theories, in which

6
Saul Mcleod 2016, Albert Banduras Social Learning Theory
retrieved on June 9, 2021 from
https://www.simplypsychology.org/bandura.html
 11

behavior is governed solely by reinforcements, by placing

emphasis on the important roles of various internal processes in

the learning individual.

The researcher conceptualized that for a school to be safe

from calamities there must be a repeated training to hone the

skills of teachers and students so that a strong linkage from

the local government DRRMO is needed to help schools in

disseminating information. Earthquake drill, Fire drill, Flood

and Evacuation simulation with the Facilitation from the PNP,

BFP, Local Government, MDRRMO will help schools be better equip

against Calamities. Additionally, School Heads and SDRRM

coordinator should be serious and be the role model on the

implementation of the programs to encourage other teachers and

students to do the same.

Emergency Management theory is coined by Dr. Wayne

Blanchard which asserts that emergency management must be

comprehensive, progressive, risk driven, integrated,

collaborative, coordinated flexible and professional.7 This

theory is the discipline and profession of applying science,

technology, planning, and management to deal with extreme events

that can injure or kill large numbers of people. Emergency

management is the study of how humans and their institutions

7
Blanchard, W. (2010). Emergency Management. Retrieved June
6,2021 from http://en.wikipedia.org//wiki/DIsaster_preparedness
p. 1
 12

interact and cope with hazards, vulnerabilities, and resulting

events (emergencies, disasters, and complex humanitarian

crises), particularly through activities related to

preparedness, response, recovery, and mitigation.

School Heads who act as implementers of Disaster Risk

Reduction program must develop disaster reduction plans that

consider the attributes. Through this study, the status of

implementation of disaster risk reduction measures of schools

was given an in depth look.

The Theory of planned behavior and disaster preparedness. A

disaster is “a serious disruption of the functioning of a

community or a society involving widespread human, material,

economic or environmental losses and impacts, which exceeds the

ability of the affected community or society to cope using its

own resources”.8 Although the categories and causes of disasters

may differ, their impacts are common; therefore, a disaster plan

should address disaster impacts. Disaster preparedness is

defined as actions that ensure resources necessary to carry out

an effective response are available before a disaster, or they

can be obtained promptly when needed Disaster preparedness are

preparations and adjustments such as storing food and water,

8
Mehdi Najafi et al (2017) The Theory of Planned Behavior and
Disaster preparedness retrieved on June 8, 2021 from
https://www.ncbi.nlm.nih.gov/pmc
articles/PMC5614802#_ffn_sectile
 13

preparing a household emergency plan, preparing an emergency

kit, and other activities that reduce risk or injury and damage.

Actually, disaster preparedness is a health protective behavior,

so the behavioral approaches have taken center stage as a means

of it. Even though hundreds of thousands of lives were affected

without warning by disasters yearly, most people do not concern

themselves by preparing until disaster strikes. Therefore, it

has become obvious that a more broad-based effort of behavioral

change is required. Effective interventions to promote disaster

preparedness require a thorough understanding of the factors

that influence performance or non-performance of disaster

preparedness behaviors (DPB). Disaster preparedness is defined

as actions that ensure resources necessary to carry out an

effective response are available before a disaster.

This study was also Influenced by School- Based Management

(SBM)Which is strengthened with the Implementation of R.A. 9155

also known as Governance of Basic Education Act of 2001. 9 SBM

gives to the school the authority to manage with the

participation of the internal and external stakeholder which

include school Head, teachers, students, parent’s association,

community local officials and others. Disaster Risk Reduction is

mandated program of the government of which the school heads

should take the lead in its implementation at the school level.

9
Congress of the Philippines, (2001) Republic Act 9155
 14

Social Phenomenology, a social theory by Edmund Husserl,

aims to reveal what role human awareness plays in the production

of social action, social situations and social worlds.10 This

study revealed the level of awareness of the School Heads on

Disaster risk reduction measures which may influence their

implementation of such measures in schools.

Chaos theory, is a social theory by Edward Lorenz which

teaches people to expect the unexpected. It deals with things

that are effectively impossible to predict or control like

weather. It stipulates that the only prediction one can make

about the nature is its being unpredictable.11 Chaos theory looks

at this unpredictability of nature and tries to make sense of it.

Prepared ness is a way of avoiding detrimental effects. Schools

must observe and implement measures in order to maintain a safer

environment conducive for learning with lesser vulnerability to

risks.

On the other hand, the theory of Hierarchy of Needs by

Abraham Maslow stipulates safety needs as one the basic-order

needs.12 It includes the desire to feel safe and secure.

10
A. Crossman, (2012) Sociological Theories (A list of
Sociological Theories and Frameworks), p.2
11
E. Lorenz,( 2010) Chaos Theory, Retrieved on June 5,2021
from https://fractalfoundation.org/resources/what-is-chaos-
theory/. p. 1.
12
R. K. Mauwong and D.B.G Delizo, (2005) Law Enforcement
Administration, Manila , National Book Store, pp.30-31
 15

Moreover, The cultural theory of Risk anthropologist Mary

Douglas and political scientist Aaron Wildavsky states that

individuals tend to associate societal harms-from sickness to

famine to natural catastrophes with conduct that transgresses

societal norms.13 The prevalence of Disasters is the effect of

climate change which is associated with how humans interact with

nature.

With this, the schools develop learners who exercises

actions of protecting our natural environment and fostering

preparedness for any nature strikes. In this study the bigger

picture of Disaster Risk Reduction and Management (DRRM) of the

Secondary Schools of Second Congressional District of Northern

Samar.

CONCEPTUAL FRAMEWORK

Disaster Preparations are designed to properly handle the

possible responses that could be done in any type of emergencies

by capacitating individuals to efficiently manage the situations

in order to recover. Preparedness can be achieved through

communication and coordination with the local authorities, for

public information be most effective through actual engagement

13
Douglas and A. Wildavsky ,Cultural Theory of Risk,
retrieved on June 4,2021 from http:// www.google
.com.ph/#bay=on.2,or.r
qf.&fp=2974a61ade89c192&psj=1&q=risk:theory,p.14
 16

using drills to determine the capacity to respond and to provide

more trainings for improvement. Republic Act 10121 section 3

emphasizes that Disaster Preparedness can be measured with its

capacity to cope using available resources and its knowledge to

foresee, react appropriately and overcome from the impact of

imminent dangers or hazards The reduction of disaster risk as

well as the proper management of disasters can lead to a lesser

impact if there is an advance preparation and proper training.14

The assessment on the preparedness of school is link to the

presence of its safety facilities, the disaster preparedness

plans of the school and the trainings of its personnel and

students on the eventuality or emergencies. Preparedness also

design measures to help communities at risk to safeguard their

lives and properties by taking proper actions during threat or

actual disaster. This can be better achieve through formulation

of institutional structures, policies, strategies, warning and

forecasting of plans.

The three variables being measured are the level of

awareness, the extent of implementation of the program, and the

degree of satisfaction towards the implemented preparedness

14
R.A. 10121. (2010). Philippine Disaster Risk Reduction and
Management Act of 2010.Retrieved on April 14,2020 from
https://www.lawphil.net/statutes/repacts
/ra2010/ra_10121_2010.html
 17

programs. The level of awareness is measured in terms of the

implemented preparedness plans by the government and the school.

This includes the fire drill, earthquake drill, first aid

training, and safety seminar. The extent of the implementation of

the program is measured on how often it is being conducted by the

school. The degree of satisfaction includes the perception of the

respondent towards the conduct of the fire drill, earthquake

drill, first aid training, safety seminar and fellowship.

The measured variables determine the preparedness of the

school towards responding to disaster or calamities that bound to

happen anytime. In the event that the school is found not ready

based on the findings of the study, there is a proposed measure

to be undertaken to improve its readiness and preparedness plans

and programs.

PARADIGM

INPUT PROCESS OUTPUT

1.Profile of the 1.Implementation of

Schools in terms of: programs on Disaster
preparedness
1.1Existing Safety implemented by
Facilities
1.1 Government
Fire Hydrant
Fire house 1.2 School
Fire
extinguisher And the level of
Medicine kit awareness of the
Alarming System Secondary School.
Emergency
Vehicle 2. Extent of
Evacuation site Implementation of the
 18

Disaster
Preparedness
Strategic Plan that
is useful for
Secondary Schools
situated in risk
areas.

Fig. 1 A schematic diagram of the relationship of the variables

Definition of terms

To have better understanding in the discussion of this study, the

following terms were defined conceptually and operationally:

 19

Awareness. Conceptually, it means possession of knowledge of

(some fact or action).15 Operationally, it is the knowledge by

the school heads on disaster risk reduction measures in terms of

information dissemination and advocacy campaign, policy

mechanisms, organizational structure and mitigation measures to

ensure the safety of pupils, school personnel, properties and

records

Degree of satisfaction. Conceptually it is defined as the level

of satisfaction with respect to vagueness in the fuzzy

parameters.16 In this study this refers to the individual’s

outlook or perception on the conduct of different disaster

preparedness programs such as earthquake drill, fire drill,

safety seminar, first aid training and orientation on safety, on

how the participating individuals are satisfied with their

performance and is measured in Likert scales with 1 being the

lowest and 5 as the highest satisfaction rating.

Disaster. Conceptually and Operationally defined as the grave

disturbance of the normal functions of the community

including its environment that entails economic loss,

15
Typhoon International Corporation, (2006) The New
International Webster’s Comprehensive Dictionary of the English
Language (Encyclopedia Edition), p. 100
16
Cambridge Dictionary retrieved on June 9, 2021 from
https://dictionary.cambridge.org/us/example/english/degree-of-satisfaction
 20

property damage or even death that results to inability to

recover using their own resources.17

Disaster Preparedness. Conceptually and Operationally defined

as the capacity to respond and knowledge of an individual or

organization to properly deal with any emergencies and has

the ability to reduce the impact of the disaster.18

Disaster Risk Reduction (DRR. Conceptually it is the concept

and practice of reducing disaster risks through systematic

efforts to analyze and manage the causal factors of disaster

through reduced exposure to hazards, lessened vulnerability

of the people and property, wise management of land and the

environment and improved preparedness for adverse events.19

Operationally, these are the practice which the schools

undertake to lessen the impacts of Disasters.

Disaster Risk Reduction and Management Conceptually it is the

systematic process of using administrative, directives,

organizations, and operational skills and capacities to

implement strategies, policies and improved coping capacities

in order to lessen the adverse impacts hazards and the

possibility of disaster.20 Operationally, it pertains to a

17
National Disaster Coordinating Council, Implementing Rules and
Regulations of Republic Act No. 10121 also known as the Philippine
Risk Reduction and Management Act of 2010, p4
18
Ibid.
19
Department of Education, Dep ed order No. 23, s. 2014, p.4
20
Cambridge Dictionary retrieved on June 9, 2021 from
https://dictionary.cambridge.org/us/example/english/ Disaster-Risk-
Reduction-and-Management
 21

systematic process in order to minimize the effects of

disasters in the locale of the study.

Emergency. Conceptually, is the unforeseen or sudden

occurrence of events that requires immediate and appropriate

actions.21 Operationally this refers to the threat inflicted

by the occurrence of different Hazards or Disasters natural

or manmade towards the School.

Level of awareness. Conceptually awareness refers to the

state or ability to perceive, to feel, or to be conscious of

events objectives or sensory patterns. 22

Operationally this

refers to how aware are the respondents in terms of the

existing programs implemented by the school or the government

such as conduct of earthquake drill, fire drill, safety

seminar, first aid training or orientation to safety and this

is measured in Likert scale of 1 being the lowest and 5 as

the highest level of awareness.

Local Authorities/Local Government- The term is conceptually

defined as the administrative office of an area smaller than

a state. The term is used to contrast with offices at Nation

State level which are referred to as the central Government,

21
Dictionary.com retrieved on June 9, 2021 from
https://www.dictionary.com/browse/emergency#:-:text=noun%2c%20plural
%20e%c2%B7mer%
22
Merriam-Webster retrieved on June 9 , 2021 from https://www.merriam-
webster.com/dictionary/levelofawareness
 22

or national Government.23 Operationally this refers to the

offices which have direct supervision on the DRR program

implementation of and training of students and School

personnel’s.

Extent of implementation. Conceptually it is defined a range

over which something extends or implemented.24 Operationally

this refers to the term of orientation how frequent does

the disaster preparedness programs being conducted in school

either quarterly, semi-annual or annually as well as the

preparedness risk management plan implementation and it is

being measured in Likert scales with 1 being the lowest and 5

as the highest implementation rating.

Mitigation-Conceptually, these are structural and non-

structural measures undertaken to limit the adverse impact of

natural hazards, environmental degradation and technological

hazards and to ensure the ability of at risk communities to

address vulnerabilities aimed at minimizing the impact of

disasters.25 Operationally, it is an act of preventing the

adverse effects of hazards.

Non- Teaching personnel Conceptually, these are all other

school personnel not falling under the definition and

23
International Finance Corporation, Disaster and Emergency Preparedness:
Guidance for Schools
24
Cambridge Dictionary retrieved on June 9, 2021 from
https://dictionary.cambridge.org/us/example/english/Mitigation
25
Department of Education, op cit., p 6
 23

coverage of teaching and non-teaching personnel.26

Operationally, it refers to persons performing in the

secondary schools of second congressional district of

Northern Samar, not falling under the definition and coverage

of teaching and academic staff, school administrators and

academic non-teaching personnel.

Proposed action plan. Conceptually refers to the plans to be

undertaken after the findings of the result of the study has

been established.27 Operationally, this refers to the set of

plan that will help reduce the effect of disaster, mitigate

their impact on vulnerable populations and respond to and

effectively cope with their consequences.

Preparedness. Conceptually defined as the act of being ready

towards incidence which could be inimical to oneself 28 and

operationally refers to preventive measures that can be done

in order to reduce the impact of the risk by using sound

analysis and appropriate decisions to lessen the damage and

the inhibition of the possible loss of life or property

through proper training, hazard mapping, stockpiling of

supplies and equipment and communication lines for public

information.

26
Batas Pambansa Bilang 232, p.2
27
Project Manager. Retrieved on June 12,2021 from
http://www.projectmanager.com/training/make-action-plan
28
Merriam- Webster retrieved on June 12,2021 from https://www.Merriam-
Webster.com/dictionary/preparedness
 24

Response. Conceptually is a reaction to a question, experience,

some other type of stimulus.29 Operationally refers to an

immediate assistance or care to an individual or group during the

strike of the disaster or after a disaster has happened to

preserve life and provide basic needs for the affected people or

to restore the public facilities back to its normal operation.

Risk. Conceptually refers future uncertainty about expected

outcome30 whereas Operationally this refers to a probable event

that could result to negative impact brought by any disasters.

Safety Facilities. Conceptually and operationally, this refers to

refers to the school safety equipment and instruments to be used

in time of emergencies such as fire extinguishers, fire hydrants,

fire exits, evacuation area, alarming device, etc.

School. This conceptually refers to the institutions

recognized by the state which undertake educational

operations31, operationally This refers to the national high

schools who are the respondents of the study.

29
Merriam-Webster. Retrieved on June 12, 2021 from https://www.merriam-
webster.com/dictionary/response
30
Ibid.
31
Cambridge Dictionary retrieved on June 9, 2021 from
https://dictionary.cambridge.org/us/example/english/School
 25

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Republic Acts
 26

The Annual disaster statistic report that in 2019 floods

were the deadliest type of disaster followed by the extreme

temperature while storms affected the highest number of people

(CRED 2019).32 Worldwide floods are the most common type of

disaster accounting 44% of total events. Floods are hydrological

events, a disaster sub group that includes landslide, which are

responsible partly of the total events. Storms on the other hand

are the most common type of disaster event accounting for

majority of events worldwide which such storms affect coastal

communities near the world oceans.

Disasters have always been a result of human interaction

with nature, technology and other living entities. Sometimes

unpredictable and sudden, sometimes slow and lingering, various

types of disasters continually affect the way in which we live

our daily life (USAID, 2011)33. Disaster impedes human

development. Gains in development are inextricably linked to the

level of exposure to disaster risk within any given community. In

the same light, the level of disaster risk prevalent in a

32
Centre for Research on the epidemiology of Disaster (CRED)
2019
33
USAID (United States Agency International Development), 2011.
Introduction Disaster Risk Reduction.
 27

community is linked to the developmental choices exerted by that

community (UNDP, 2004)34.

The Philippine Climate Change Act of 2009 otherwise known as

R.A. 9729 stated that the Philippines is very vulnerable to

several disasters because of changing landscapes, severe

droughts, wildfires, rising ocean level, floods brought about by

typhoon and heavy rains.35 The Government recognizes such

situation thereby institutionalizing the Disaster Risk Reduction

Management both in National and local government the local

communities are to participate in preparation, prevention, and

reduction of climate change impact from many disasters.

R.A 10121 provides that in order for efficient preparation

there must be stockpiling of supplies and equipment’s to be used

during emergencies, linkage to authorities ensuring uninterrupted

connection for alerts, warnings or evacuation. There should also

be lay-out plans for contingencies, periodic drills and trainings

to determine the capacity level towards preparedness.36

UNDP (United Nations Development Program me). 2012. Reducing

34

disaster risk: a challenge for development. New York, NY: UNDP-

BCPR. 146 p. Retrieved on June 1,2021 from
http://www.undp.org/cpr/whats_new/rdr_english.pdf
35
R.A. 10121. (2010). Philippine Disaster Risk Reduction and
Management Act of 2010.Retrieved on May 20, 2021 from
https://www.lawphil.net/statutes/repacts
/ra2010/ra_10121_2010.html
36
R.A. 10121 Op cit. p. 27
 28

The Disaster Risk Reduction Education should be integrated

in the public or private secondary and tertiary curriculum and in

the National Service Training Program (NSTP), Section 14 of the

R.A. 10121 stated, technical and vocational, non-formal and

formal, and out-of-school youth programs including the indigents.

It is also essential that the employees in public sector

undergoes training on how to respond during emergency situations

in order to equip them to be prepared at all times.

R.A. 10121 also aims to establish Disaster Risk Reduction

and Management Training Institutes to equip the public and

private individuals, both local and national. The Institute

assists disaster risk reduction and management workers in the

planning and implementation, conduct education and awareness

programs by consolidating and preparing materials for training,

and publication of books and manuals on disaster risk reduction

and management. It also upgrades the skills as well as improves

the knowledge by conducting relevant programs that can bring out

the best practices on disaster risk management.37

R.A. 10121, emphasizes the strong linkage between community

and local government, proper transfer of power from central to

local government with the availability of resources from the

regional up to the local levels. The severe impact of disasters

37
Ibid.
 29

can be lessened with proper preparation, appropriate response and

continuous re The participation of the local community is the

most important aspect in order for a disaster management to be

sustainable.38 However, Despite of this, there are times that the

program on disaster management still failed to be sustainable at

the local level. The participation of the local community is the

most important aspect in order for a disaster management to be

sustainable. This can be realized through partnerships and

empowerment of the local people. The local communities and its

people focus on disaster management programs. The involvement of

people during the planning stage by actual participation leads to

a sustainable and successful program. The frequent field exercise

and religious commitment of the people to disaster preparedness

leads to a sustainable and efficient preventive measures,

effective response and successful recovery in the eventuality of

hazard events. In the absence of sustainability, the efforts

exerted by the disaster management fails and impossible to be

preserved (Pandey and Okazaki, 2005).39

Existing Safety Facilities

38
R.A. 10121 Op cit. p. 27
39
Pandey, B and Okazaki. K.(2005).Community Based Disaster
Management: Empowering Communities to Cope with Disaster Risks.
Retrieved May 16, 2021 from
http://unpan1.un.org/intradoc/groups/public/documents/UN/UNPAN020698.p
df
 30

Deped Education Facilities Manual (2007) as cited from

Section 601-604 of the National Building Code of the Philippines

(2010) that construction of school buildings follows the standard

materials in order to become fire resistant. 40 The disaster risk

reduction measure is also being taught in school to develop

awareness and better understanding on their immediate

environment. It is further stated in the manual that teaching and

learning activities happens inside the buildings particularly in

the classrooms and so it has to be safe.

Fire

According to the Fire Code of the Philippines (2008) in the

IRR of Republic Act 9514, a high rise building contains smoke

control, sprinkler system protection, fire command center, fire

alarm system in every floor level, availability of telephone for

fire department, automatic fire detection system, exit sign

illumination and stairway doors.41 Some school buildings are high

rise and therefore is kept safe by providing the necessary safety

measures to ensure the safety of the people. On exit routes,

40
Deped Education Facilities Manual.(2007).Hazard Specific Reduction
Measures. Retrieved May 18, 2021 form
http://www.deped.gov.ph/sites/default/files /2010%20Educational%20Facilites
%20Manual.pdf

41
R.A. 9514.(2013).Fire Code of the Philippines 2008.Retrieved May 4,
2021 from http://bfp.gov.ph/wp-content/uploads/2013/12/Fire-Code-of-
the-Philippines-2008IRR.pdf
 31

according to Rizos (2013) that the number of exit and escape

routes in the building depends on the number of occupants living

in it.42 Normally, there is at least two escape routes but with

the exception that the distance to be travelled is short and the

number of occupants are low. On the fire codes in the USA

according to Whirlwind Team (2014), high occupancy building meets

the fire code particularly schools because they are housing

children. Common public fire code includes evacuation which

everyone is familiar where to go and the classroom decorations

are limited to not more than 20% of the wall to reduce the

combustible materials to maintain safety from ignition of fire.

Safety policies and procedures as well as practice through drills

is maintained to familiarize the escape route.43

According to the GMA News Online (2012) from BFP Press

Release that fire incidents in school can be prevented by

conducting regular fire drill to be participated by whole school

community.44 There is also regular inspection of school buildings

Rizos, C.(2013).How Many Fire Exits are required in a

42

https://www.ifsecglobal.com/how-many-fire-exits-are-required-
in-abuilding/

43
Whirlwind Team.(2014).Fire Codes for School Buildings:An
Overview.Retrieved May 16,2021 from
www.whirlwindsteel.com/blog/bid/364304/fire-codesfor-school-
buildings-an-overview
GMA News Online (2012). Bureau of Fire Protection Urges Fire
44

Safety in Schools. Retrieved from

http://www.gmanetwork.com/news/cbb /content/259178/bureau-of-
fire-protection-urge-fire-safety-in-schools/story/
 32

including its electrical connections, availability of fire

extinguishers and formation of school-based fire brigade.

Seismic Safety of School Buildings

The school building is seismically safe if it has undergone

thorough analysis of vulnerability. Retrofitting of some school

building is needed if found weak so that it becomes earthquake

resilient. There is a standard guideline on constructing building

in the country that is earthquake safe and retrofitting is not

required (Pandey and Okazaki, 2005)45.

The Deped in coordination with the DPWH or Department of

Public Works and Highways make a new school building design that

is calamity-resilient and it is built with standard roofing,

windows, doors, ceilings, lightings and fixtures (Llego, 2016).46

These buildings are currently constructed all over the country’s

school premises.

Typhoon and Flooding

According to the Central Weather Bureau, a tropical cyclone

or typhoon is a kind of weather phenomenon that appears as large

low-pressure at the center that accompanies multiple

45
Pandey, B and Okazaki. Op cit p.30
46
Llego, M.A.(2020).New Deped School Building Designs.Retrieved June
1,2021 from https://www.teacherph.com/2020-new-deped-school-building-
designs/
 33

thunderstorms leading to strong winds and wide rain showers. 47 On

the other hand,

“Tropical” refers the origin of air masses that later will form a

storm.48 The “Cyclone” further is the cyclonic nature of the

storm that rotates in counterclockwise direction in the Northern

Hemisphere and clockwise direction going to Southern Hemisphere.

The Philippines is considered to be in the typhoon alley/

gateway of the Pacific Northwest an average of 9 land falling

typhoon visits the country each year (Pacheco & Aquino 2012) . 49

Hence School Building must follow the wind Hazard mitigation

proposed by National Structural Code of the Philippines(NSCP)

specifying the wind loads.

Typhoon devastate the populace and most of the time leads to

flooding, Acuevas (2016) on her study Assessment on the level of

implementation and effectiveness of disaster preparedness

activities in the city of valencia, bukidnon revealed that

majority of the respondents answered flash flood as the main

natural disaster that hit the City, in the year 2011-2015. 50

47
Inquirer.Net. (2013). One of the World’s Strongest Typhoon Lashes
Philippines. Retrieved May 16, 2021 from
http://newsinfo.inquirer.net/523635/yolanda-one-of-theworlds-
strongest- Typhoons-Blasts-Philippines
48
Ibid.
Pacheco B. M. (2012) Introduction to Disaster Mitigation and
49

Preparedness Strategies Retrieved on June 29,2021 from

https://www.researchgate.net/publication
Acuevas, K. B. (2016) Assessment on the level of implementation
50

and effectiveness of disaster preparedness activities in the city

 34

Hence, preparation should be multifarious considering various

concern.

Educational Facilities Manual 2007 mentioned the potential

damages brought by floods in schools Site erosion, Structural and

non-structural damages, the destruction or impairment of

utilities and mechanical equipment, damage to or loss of

contents, Health threats from contaminated flood water and

temporary or permanent closure.51

Disaster Preparedness plan

According to the Deped Facilities Manual (2007) that there

is an organization of School Management Program. The school in

coordination with the Local Disaster Coordinating Council

formulates policies and procedures, assign a safety staff member

to implement the policy, conduct in-service training for teachers

and community assemblies for parents, provide safety training

drill for staff and students, involve parents and adult

volunteers in safety campaigns, organize safety committee team

and provide security guards through the LGU if possible. The

school disaster preparedness plan also includes plan for specific

of Valencia, Bukidnon: 2011-2015”

51
Op cit p. 30
 35

hazard, identifies the safe areas within the school premises and

provides evacuation plan and map.52

Community Involvement

According to the Deped Education Facilities Manual (2007)

that the community plays a great role for the safety of schools

by understanding the seismic hazard in the area, vulnerability of

existing school buildings or knowing the consequences of improper

construction of school buildings.53 The community awareness to

earthquake and natural hazards leads them to disseminate

knowledge to explain the seismic risk.

Pandey and Okazaki (2005). Disasters can damage many lives

and properties because it strikes a whole region or even an

entire nation and its impact is distributed at several community

levels and this place is called as “disaster fronts”. 54 Being at

the forefronts, communities need the capacity to combat the

hazards brought by calamities. This is why the communities are

engaged in the training and management of risks that may threaten

them. Objectives of the disaster preparedness program are often

achieved at the time of the training but the sustainability

remains an issue since it gradually diminishes as the year pass

by. The major factor for the failure of the program to be

52
Op cit. 30

53
ibid
54
Pandey and Okasaki Op cit. p. 30
 36

sustainable is the lack of capacity and active participation of

the local communities to continue the implementation of the

program.

AWARENESS ON DISASTER RISK REDUCTION MEASURES

Christoplos et al., (2011). Mentioned The level of social

well-being of individuals, households and communities directly

impacts on their level of vulnerability to hazards.55 Levels of

education, literacy and training, safety and security, access to

basic human rights, social equity, information and awareness,

strong cultural beliefs and traditional values, morality, good

governance and a well-organized cohesive civil society, all

contribute to social wellbeing with physical, mental and

psychological health being critical aspects.

The awareness and education on disaster preparedness is

designed to develop and distribute posters, booklets, and

guidebook on drills that includes earthquake disaster

preparedness to equip the teachers and students on proper

response to handle emergencies during calamities. Consistent

trainings and mock drill can help to improve and update the

guidebook on disaster preparedness. It serves as an interactive

Christoplos, I., Mitchell, J. & Liljelund, A. 2001. Re-framing

55

risk: the
Changing context of disaster mitigation and preparedness.
Disasters, 25(3):185-198.
 37

educational tool for raising the level of awareness on proper

actions and decisions during disasters and also serves as a guide

in assessing the building structures for resiliency to

calamities.

According to United Nation Centre for Regional Development,

the initiative of making the school safe from any disasters can

serve as an access points of the communities exposed to risk to

participate the implementation of training and capacity-building

for mitigating earthquake disasters to ensure that the children

are safe in school against the harsh impact of the subsequent

earthquakes. It can be done through demonstration on how the

school is being used as an appropriate venue for getting

knowledge on how to prevent and mitigate earthquake disasters

(Pandey and Okazaki, 2005).56

The Philippine Disaster Risk Reduction act of 2010 provides

for the inclusion of disaster risk reduction education into the

school curricula.57 The Department of Education emphasizes the

need for its implementation since disaster is strongly felt in

school, hence action has to be taken to mitigate the effect of

disasters. Involving the students and their families and

communities in disaster preparation is an effective method

raising their awareness on risk reduction.

56
Pandey and Okasaki Op cit. p. 30
57
R.A. 10121 Op cit. p.27
 38

The study of Canales (2015) on Balecuatro area, Northern

Samar revealed the significant relationship between the awareness

of the respondents and the status of the implementation of

Disasters Risk Reduction Measures thus, it can be implied that

Disaster Risk Reduction Measures in Balecuatro is widespread.

Furthermore, the researcher suggested that awareness of the

School Head teaching and nonteaching personnel on DRR can also be

raised through capability building on risk reduction management,

first aid, and tasks as members of the schools DRR group

committee.58

Pandey and Okazaki (2005) say that it is the school who has

the great role and function in the community and is an important

element of the values and culture of the society.59 A proper

education through the schools not only teaches the children, but

also reaches deep into the community through the parents and

teachers, they added.

Perez cited that M.R. Cohen argued that the relationship

between environmental information and environmental attitude

based on his feelings that people with more environmental

58
Canales R. O. (2015) Disaster Awareness among Elementary School
Heads of Balecuatro Area Northern Samar. Unpublished Master’s
Thesis. University of Eastern Philippines
59
Pandey and Okazaki op cit. p. 30
 39

information tend to act favorably on the environmental

conservation compared to the less informed.60

Additionally, as cited by Canales, Guevara et. al assessed

the preparedness in selected thirty-seven schools in Luzon. It

found out that majority have conducted drill once a year. Drills

are conducted to attain the highest level of awareness among the

school Children, school personnel and the community in which in

return the results of the study discussed the majority of the

public school’s key personnel were aware of the National and

local disaster program and policies.61

Alimen et. al (2013) conducted a study on the “the Response

of Global Environment Education for Disaster Risk Management:

Disaster Preparedness of John B. Lacson foundation Maritime

University – Iloilo City Philippines. Results Revealed that

majority of the respondents preferred to join the disaster drill

committee as part of their social awareness and consciousness on

the prevailing forces of nature. As a result of this measures,

university constituents, been made aware of the disaster

preparedness.62

60
Perez B. O. (2012) Awareness on Climate Change Adaptation and Disaster Risk
Reduction of the Faculty, Student and Non-Teaching personnel of the
University of Eastern Philippines System. Unpublished Dissertation.
University of Eastern Philippines.
61
Canales R. O. Op cit. p. 33
62
Alimen R. Pador R. Ortizo C. (2013) Response to global Environment
Education for Disaster Risk Management Retrieved on June 12,2021 from
http://www.researchgate.net/publication
 40

Perez also cited the study of De Guzman which stressed the

fact that instruction plays a vital role in addressing the need

for awareness. She sought to determine the extent of coverage of

climate change and other related information in Learners module,

the respondents socio demographic characteristics of and

evaluated a media assisted centered learning environment in terms

of its strength and weaknesses.

The education Sector should take it seriously and

religiously in leveling up the disaster risk reduction measures

and in the inclusion and integration of which to the Disaster

related concepts in teaching lessons.

On the study of Pasion (2020) of 70 respondents of Balligui

High School Balluigi district regarding the Disaster risk

reduction Level of Awareness among students. The results revealed

that majority of the respondents are grade 7, grades 8, 9, 10, 11

and 12 are much aware about risk reduction as to earthquake,

typhoon, floods, landslides while grade 7 rated aware. It can

also be inferred from the results that there is no significant

difference between the level of awareness of the respondents on

the mentioned natural disasters as experience by the community.

The results implies that the awareness of the group of

respondents are different, in short, further information and

 41

dissemination about DRR awareness will be considered regardless

of their grade.63

According to Braganza (2005) the most seismic region is

located in a belt around the Pacific Ocean known as the circum-

Pacific belt and one of the regions included in it is the

Philippines.64 According to Shaw, et al (2004), earthquakes are

considered as one of the most destructive natural disasters and

can produce many types of losses, including physical, socio-

economic and cultural losses.65 Although physical losses such as

lives, buildings and social infrastructures directly affects the

victims, other types of losses might trigger the social unrest

and aggravate poverty level. To live in a safer environment is a

basic human need. To make the development process sustainable, it

is important to emphasize on the prevention and pre-disaster

mitigation aspects through proper education training to

strengthen the awareness of the public. Schools have been found

as the key element for the community involvement worldwide.

School not only provides education to the children, but a strong

63
Pasion G. R. 2020, Disaster Risk Reduction Awareness among students of
Balligui High School: A basis for policy Making retrieved on June 12, 2021
from
http://www.researchgate.net/publication/344748413_Disaster_Risk_Reduction_Awa
reness_Among_Students_of_Balligui_High_School_a_Basis_for_Policy_Making
64
Braganza, M.C.(2005).Earth Science for the Tertiary Level. Rex Book Store,
Inc.
65
Shaw, R. and Kobayashi, M.(2001).Role of School in Creating
Earthquake-Safer Environment. Retrieved June 1, 2021 from
www.preventionweb.net /files/5342_SesiRoleSchoolsEQSafety.pdf
 42

school also helps as emergency shelters immediately after the

earthquake.

According to the survey of 1065 high schools’ students in

Japan, the experience on earthquake is not the reason to improve

the level of awareness. The acquisition of knowledge on

earthquake can be best gained if it is being taught to them in

school.66 It is further found out that self-education is also

important for realizing and intense evaluation during disasters

but the decisions and actions still relies on the family and the

community. Actual engagement, conversation on disaster education

with the help of visual aids in schools are found to be more

effective. The proper education on disaster preparedness is

taught in school in order for the students to involve themselves

and internalize the purpose of the program. The education of the

families and the communities can also help the students to

develop a “culture of disaster preparedness” which they can use

as reference to take appropriate actions and right decisions when

the need arises.

IMPLEMENTATION OF DISASTER RISK REDUCTION MEASURE

66
Selby, D. and Kagawa, F. (2012). Disaster Risk Reduction in School
Curricula: Case Studies from Thirty Countries. Retrieved June 1, 2021 from
unesdoc.unesco.org /images/0021/002170.217036e.pdf
 43

The Deped Disaster Risk Reduction Manual was prepared and

made available to all deped personnel so that there would be a

common language in the department in taking actions in

implementing Disaster Risk Reduction measures consequently, Deped

from time to time releases advisories, orders and memoranda so

that schools are accordingly guided in the Implementation of DRR

program.67

In 2006, Deped disaster preparedness guidelines were made

known to the Schools through Deped order no. 26, s.2006. It

stipulated tips what to do before during and after disasters. It

also described common calamities such as tsunami, typhoon,

floods, earthquake, and the man-made hazard like fire.68

Deped Order No. 83 s. 2011 stated the Disaster preparedness

measures for schools. The order directed Schools on preparation

to mitigate the effects of disasters such as typhoons, flooding,

landslides and tornadoes among others. The Regional and Division

offices are directed to monitor and provide technical support to

the schools in implementing their disaster mitigation

activities.69

In 2012, Deped enjoined all the schools in the country to

conduct school based earthquake and fire drills which aimed to

67
Op cit p. 30
68
Department of Education, Deped order no. 26, s.2006
69
Department of Education, Deped Order No. 83 s. 2011
 44

generate the highest awareness and assess the capacity level of

the School and the community in the eventuality of Disaster.70

Moreover, under Deped order no. 20 series 2008, Department

of Education has called for the participation of School Heads,

Teachers, students, parents and other stakeholders in the annual

National Maintenance Week also known as Brigada Eskwela which not

only aim to ready the school for the opening of classes but to

prepare it from Disaster which may embattle it.71

According to the Disaster Risk Reduction Manual, in the

School Level disaster reduction group should be formed to

initiate activities consistent to the disaster reduction plan

and/ or mandates of the Department of Education.72 The School

Head is tasked to form the group and designate a focal person.

There is also a need to organize and form teams on supply,

security, Transportation, communication, warning, rescue,

medical, evaluation, relief and rehabilitation and damage

control.

NDRRMC pointed that educational facilities are highly structural

and another important aspect to consider in DRR.73 These

structures are the shelters of the children, teachers, school

70
Department of Education, Deped Order No. 84 s. 2012
71
Department of Education, Deped Order No. 20 s. 2008
72
Deped Education Facilities Manual Op Cit p. 29

73
NDRRMC, Unnumbered Memorandum Circular, May 16, 2012
 45

personnel and stakeholders while they are in School. Therefore,

it is imperative that Educational Facilities should be keep safe.

However, Low cost / Donated school Facilities do not conform

to the standard.74 School Managers have no options but to keep

all senses awake to maintain the safety of everyone. Learning is

more meaningful if the school sites and its structure are safe.

Furthermore, School records should be managed properly. They are

considered treasures of the schools. How the Schools keep their

pace in time is reflected in the records. Disaster Risk Reduction

also caters to the safety of the school records against water,

theft, and animal/ insect invasion.

Connected to the Implementation of the Disaster Risk

Reduction measures, Canales cited Tuguinayo et al which has

emphasized that the challenges in the policy implementation of

Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)

include the utilization of Schools for Evacuation centers, proper

conduct of various drills, suspension of classes, establishment

of school disaster management committee, integration of DRR and

CCA into the K to 12 Basic Education Curriculum, and sustaining

DRR and CCA projects, programs and Interventions.75 Other

Challenges identified include plans for sustained DRR and CCA

initiative with concept mapping for long term goal and project

74
Op cit. 30
75
R. O Canales, op cit. p. 33
 46

implementation and capacitating competencies and effectiveness of

various players in schools and establishing and strengthening

collaboration and coordination with stakeholders.

Furthermore, Canales, cited Don Balderas study on Disaster

Risk Reduction and Management in Bicol Region which described the

Implementation of disaster risk reduction and Climate change

education among pilot schools of Region V. Areas of focus

included the technical constraints/ Challenges, Best practices,

opportunities and strategies in the implementation of Disaster

Risk Reduction Education (DRRE) and Climate Change Education

(CCE) programs in the School Curriculum. Outcome showed that

pilot schools experienced almost the same technical constraints

and challenges in its implementation like problems on time

allotment, Lack of DRR learning modules, hectic schedule and

negative attitude of some teacher.76 Likewise, many opportunities

were identified which include more capacity building programs for

teacher’s harmonization of the efforts done by stakeholders along

DRR projects, awareness of Educational Leaders on their roles

alongside DRRE and CCE. Similarly, Identification of best

practices in the course of DRRE and CCE implementation were

determined.

Furthermore, Deped DRR Manual stated that one of the guiding

principles of disaster risk reduction of the Department of

76
op. cit p. 33
 47

Education is “Being prepared and ready to act”.77 This means that

disaster preparedness must be strengthened for effective response

to ensure safety and protection of Children in Schools.

Safety Education and Training Program

According to Shaw and Kobayashi (2001), there is a dramatic

change in the socioeconomic structure of developing countries in

the next decade as many of the agrarian economies transforms into

industrial based urban societies.78 Rapid urbanization is due to

the policy of the developing countries that has emphasized

industrial and urban growth and this urban based policy has

encouraged migrants to flock into cities to take advantages of

the relatively better economic conditions. However, cities have

weakened the potential of urban regions to absorb the growing

urban population and provide them with necessary employment

opportunity and service. As a result, in most of the cities of

developing countries, informal settlements are developing in the

urban communities. This population pressure combining with many

other factors, compels improper construction, and many important

buildings like schools are built rapidly without proper seismic

77
Op cit p. 29

Shaw, R. and Kobayashi, M.(2001).Role of School in Creating

78

Earthquake-Safer Environment. Retrieved from

www.preventionweb.net /files/5342_SesiRoleSchoolsEQSafety.pdf
 48

design that drastically increase population’s vulnerability from

earthquake disaster.

According to the study of Guevarra, et.al.(2008) on the

Assessment of Disaster Preparedness in Selected Public Schools in

Luzon, of the 37 schools covered in the study, most (59%) of them

came from the national capital region and most of them are

elementary schools. Thirty-five schools (95%) are reported to

have formed disaster committees. however, less than one third

(30%) of the respondent schools have disaster preparedness plans.

The majority (95%) of the public schools conduct drills once a

year. Fire and earthquake drills are the most common type of

drill conducted in these schools. Majority (95%) of the public

school key personnel are aware of the programs on the local and

national disaster management. All respondents are aware of

disaster-related Deped policies. The recommendations of their

findings are to design a training program for the students and

the school management with emphasis on preparation of a

comprehensive school disaster preparedness plan and to assess the

risk areas inside the school so that the drills and training can

be made more focused. 79

Another study made by Kano, et.al (2007) in Los Angeles that

includes three public school districts which is conducted through

79
Guevarra, J. et al. (2008) Assessment of Disaster preparedness in
selected public School in Luzon, Philippines
 49

self-administered questionnaires on emergency preparedness. The

result reveals that most respondents have a safe feeling in their

schools towards disasters. However, the survey reveals that there

is a need to improve the schools’ written disaster plans,

training on how to response during emergencies, procurement of

equipment and supplies to be used during emergencies and the

practice of Standardized Emergency Management System (SEMS).80

The study of Campilla, 2016 on Disaster Risk Reduction

management of School managers in the public Elementary Schools of

different Divisions of Pangasinan taking into account the age,

sex, civil status, highest educational attainment, length of

service and number of relevant trainings of the school personnel

reveled in terms of age, there are 35 (23.8%) who belong to age

bracket 31-40 years old, 45 (30.6%) age bracket 61 years old and

above while 5 or 3.4 percent in the age bracket of 21 to 30 years

old who is the youngest in the group in which he motioned that

matured teachers are expected to be more competent and skilled in

the field of disaster risk reduction management. Additionally,

the sex of the respondents was considered it can be gleaned in

Kano,M. 2007). Are Schools Prepared for Emergencies? A

80

Baseline Assessment of Emergency Preparedness at School Sites

in Three Los Angeles County School Districts. Retrieved May
12,2021 from
http://eus.sagepub.com/content/39/3/399.abstract
 50

the data that there are more females 92 (62.6%) whereas the male

counterpart is 56 (37.4%). In terms of Civil status majority of

the school administrators are married at 113 (76.9%) At a certain

point the status of being married having a family and stable

married life is a feeling of self-fulfillment and security hence,

marital status can be contributory to the good performance.

Campilla (2016) further mentioned educational profile of the

respondents is high enough, with the impression that a great

number of them were beyond bachelor’s degree. This only shows the

educational attainment of the public elementary school

administrators in Pangasinan is more that the civil service

Qualifications standards.81

On the study of Ozmen (2006) in Turkey on the aspects of the

principals of the schools regarding the issue on the schools’

level of preparedness, it reveals that the schools are not ready

since their level of preparedness is not good. This means that

the high level of preparedness of the schools towards earthquake

is not attained by the school principals. 82

The study on Disaster Preparedness of National High School:

An Assessment” is conducted at Kidapawan City division

consisting of 95 teachers and 57 local officials. Based on the

81
M. E. Campilla (2016). Disaster Risk Reduction Management practice of
School Managers
Ozmen, F. (2006). The Level of Preparedness of the Schools
82

for Disasters from the Aspect of the School Principals.

 51

findings of the study, the safety facilities in schools are not

sufficient and complete. The insufficiency of safety facilities

can lead to vulnerability of the schools towards disasters thus

it makes the school an unsafe place for all the learners and

teachers.83 Executing preparedness is considered as an activity

developed by concerned stakeholders to preempt or respond to and

making immediate recovery from an emergent calamity and hazards.

These disaster preparedness practices are being exercise

regularly and equally because both disasters are life and

property damaging.

According to Ocal and Topkaya (2011) on their study in

“Earthquake preparedness in schools in seismic hazard regions in

the South‐East of Turkey”, it shows that the preparedness status

of the school depends on the type of the school as well as its

location. 84

The research focuses the schools’ physical conditions that

is located in seismic regions. The findings contribute to the

formulation of disaster preparedness plans in schools

83
Tan M. J. (2019) Disaster preparedness of national high
schools: an assessment. Published Master’s Thesis. University
of Cebu
84
Ocal, A. and Topkaya, Y.(2011).Earthquake Preparedness in
Schools in Seismic Hazard Regions in the South‐East of
Turkey, Disaster Prevention and Management. Retrieved April
18, 2021 from http://www.emeraldinsight.com/doi/abs/10.
1108/09653560610669873
 52

particularly in the developing countries. The purpose of the

study is to raise the level of awareness of the school

managements to reinforce the school buildings and to protect the

people living inside from the harsh impact of earthquake.

According to the study of Rambau, et al. (2012) in their

study on “Disaster Risk Reduction Through School Learners’

Awareness and Preparedness”, that education is essential for

disaster preparation to ensure the safety of everyone specially

the students.85 The respondents confirm that even the awareness

of hazards and the preparedness of disasters are being taught in

schools, it has to be taught even in the young ones. It also

turns out that the vital role of school as educators is to ensure

that each student gets the knowledge on disaster awareness and

they are prepared towards disaster attacks. Minimizing risk is

the best answer to preserve properties and human lives. Disaster

experts and policy making bodies are designing strategies that

can ensure the reduction of disaster risk through preparedness

and resilience. The International Strategy for Disaster Reduction

(2007) on the same way has stressed that educating disaster

management is essential if all children in school are resilient

and prepared to face disasters.86 Anticipation, education, and

85
Rambau, T. S et al (2012). Disaster Risk Reduction Through
School Learners’ Awareness and Preparedness. Retrieved May 21, 2021
from http://www.jamba.org.za/index.php/jamba/article/view/61/83
86
International Strategy for Disaster Reduction (2007) retrieved on June 12,
2021 from https://www.preventionweb.net
 53

information according to General Koichiro Matsuura (UNESCO 2007),

are essential to minimize the impact as well as to shield from

the harsh effect brought by disasters. According to Selby and

Kagawa (2012), the school curriculum includes the education on

disaster risk reduction in all grade levels. It reaches beyond

learning the basic theories of safety measures and hazards

through actual field experience in order to achieve an effective

prevention and mitigation as well as to reduce the vulnerability

and build resiliency among students can happen anytime in any

place, so it is better to be prepared always and never take the

safety for granted even it is a believed a safety place.87

DEGREE OF SATISFACTION

As the Department of Education and National Risk Reduction

Management Council aim to achieve access to quality and

governance in terms of reducing damages, establishment of

sustainable agile program becomes a concern. In the study of

Faustino, 2019 sought to determine the effectiveness of the

school’s risk reduction management program and the problems

encountered by the implementers. The three hundred thirteen (313)

respondents were the personnel and students of the identified

Selby, D. et. al (2012). Disaster Risk Reduction in School

87

Curricula: Case Studies from Thirty Countries. Retrieved June

1,2021 from unesdoc.unesco.org
/images/0021/002170.217036e.pdf
 54

school in Valenzuela City.88 According to Qauiser et al

(2014)Satisfaction is one of the fundamentals to gauge not only

the costumer’s perception but also the effectiveness of a certain

program or services.89

It can be gleaned that the level of satisfaction of students

on the implementation of Disaster Risk Reduction Management

program was very satisfactory was manifested by the following

indicators namely: 1. The siren was loud enough to be heard by

all the drill participants 2. During the earthquake drill,

participants practice the Duck, Cover and Hold technique during

the alarm phase. 3. During the earthquake drill, the participants

waited for the siren to stop before evacuating 4. Participants

followed the designated routes to evacuation area. 5. The drill

participants observed the following: No running, No pushing, No

talking during the evacuation phase. 6. The participants bring

first aid kit during the evacuation phase. 7. The evacuation area

big enough to accommodate the evacuees 8. The floor Marshall /

Supervisor conduct the head count in the evacuation area. 9. The

participants able to vacate the building and reach designated

evacuation area in the shortest possible time it could take. 10.

88
M.L. Faustino (2019) Implementation of Disaster Risk Reduction
Management: A basis for an enhanced Program retrieved on June 8, 2021 from
https://www.ijern.com International Journal of Education and Research Vol. 7
No.9
89
Quasier B. et. al (2014) Don’t try harder: Using costumer inoculation to
build resistance against service failures.
Journal Marketing Science 43(4)
 55

The Disaster risk reduction committees were able to execute their

function and responsibilities well.90

The study of Perez 2015, on Job Satisfaction of Disaster

Responders on the other hand revealed that the job satisfaction

of disaster responders is positively affected by recognition,

responsibility, and relationship with peers, but negatively

affected by age. Notably, the significant job satisfaction

factors contribute to the innate desire of disasters responders

to help others in times of emergencies.91

Considering the community perception on the program

implementation is necessary for the implementers to get feedback

on the strength and weaknesses of the program. Panganiban 2019

divulge Citizen satisfaction in line with the implementation of

Disaster preparedness and management can help gather information

that will measure the level of awareness, appreciation and

application of services anchored on building vibrant healthy and

self-reliant communities being delivered by the city government t

pots citizenry to realize this program goal to save more lives.

Yamaguchi et al. 2012 on study of Medical workers following

the great Japan Earthquake (GEJE) which resulted to Fukushima

90
M.L. Faustino (2019) Implementation of Disaster Risk Reduction Management:
A basis for an enhanced Program retrieved on June 8, 2021 from
https://www.ijern.com International Journal of Education and Research Vol. 7
No.9
91
Perez J. M. (2019) Retrieved on June 13,2021 from
http://www.researchgate.net Job Satisfaction of Disaster Responders: The
Response Operation for the APEC economic Leaders meeting
 56

Daiichi Nuclear Power station accident among 123 study

participants 63 (51.20 %)were subjectively satisfied and 60

(48.80%) were not subjectively satisfied with their Disaster

relief operation. Logistic expression analysis revealed that

having training experience for dealing with nuclear disasters

before the GEJE (OR =3.38, P=,009) and having experience with a

DRO before the GEJE (OR=.28, P= 0.017) were independently

associated with Public Health Nurses Disaster relief operation

following the Great Japan Earthquake.92

Canales (2015) emphasizes the importance of Monitoring of

the progress of the DDR programs and it should be the task of the

Division Office to provide with awards to the best implementers

to benchmark their best practices which can be followed by

others.93

Personnel Satisfaction on the extent of implementation is

vital on the school compliance level on disaster preparedness.

Lopez (2018) revealed on his study that despite of good

compliance of respondent school some problems were encountered

such as inadequate training materials and lack of training among

the schools Disaster risk reduction team. Furthermore, a need was

seen to continue the conduct of disaster preparedness training

92
Takumi Yamaguchi et al. (2012) Medical relief for the 2011 Japan
Earthquake: A nursing account retrieved on June 12,2021 from
http://onlinelibrary.wiley.com
93
Canales (2015) Op Cit. p. 33
 57

and seminar as well as budget allocation to finance the

publication and dissemination of training materials of the

program for distribution to schools.94

Malahay (2019) Supported this finding on his study on

Disaster Planning Coastal and upland Secondary Schools in Negros

Oriental in which disaster preparedness is only satisfactory

since the compliance measure are not strictly complied. While the

extent of problems encountered in developing school disaster

preparedness plan is moderate.95

Further, the results reveal the lack of involvement of

teachers, community, non-governmental organizations and other

stakeholders.96 Lack of needs assessment in terms of personnel,

material resources and infrastructure in developing disaster

preparedness plan are the top moderate problems encountered in

developing school disaster preparedness plan respectively.

94
Lopez A, Echavez N. et al (2018) Level of Compliance with the Risk Reduction
and Disaster Preparedness Program among Public Secondary Schools in
Buenavista, Bohol, Philippines.
95
Malahay R. S. (2019) Disaster Planning for Coastal and Upland Secondary
Schools. International Journal of Advanced Research (IJAR)ISSN 2320-5407
96
Ibid.
 58

Chapter III

METHODOLOGY

Locale of the Study

Northern Samar is a province known by its beautiful

tourist spots. It is composed of two district the first and

second congressional district. The town comprising the first

district are from the Northern part of the province down to

Balicuatro Area while the second congressional district

covers the towns from the southern part of the province down

to the Pacific Area including those to the hinter Island.

This study will be conducted to selected National High

Schools in the Second congressional district of province of

Northern Samar identified by the Division Disaster Risk

Reduction Management as the most Hazard prone area. The

Division Disaster Risk Reduction Management Identified them

as the most vulnerable to typhoon and flooding because of the

 59

land elevation which is also facing the Pacific Ocean. The

schools are situated in different Municipality in the

province and are situated in different barangays of the

identified municipality. Some of the schools have a big

population and high-rise buildings while others have only

single storey and small number of faculties and students. In

terms of the age of the school, some school is already old

while others are just recently founded.

60
 61

Figure 2. Map of the Second Congressional District of Northern

Samar

Research Design

This study will employ the descriptive evaluative design

using descriptive survey method, wherein the facilities of

the school and its preparedness programs will be evaluated.

This method will be used to describe the present situation or

characteristics of study. A survey method will be used

through distribution of questionnaires in order to collect

the data. In this method, the participants will answer the

given questions that will be administered through survey

questionnaires. The researcher then will gather the survey

questions and summarizes the data for evaluation of findings.

A Likert scale will be used as a tool to determine the

implementation and readiness of risk management plan.

The Variables

The Variables of this research were divided into 2

groups the Independent Variable which refers to the School

Preparedness following the R.A. 10121 also known as Disaster

 62

Risk Reduction act of 2010 and the Dependent Variable

referring to the level of awareness, extent of

Implementation, and degree of satisfaction of the

respondents.

Under the Independent variable, the Schools profile

will be collected to determine its degree of preparedness in

terms of the safety of its facility, the classification of

the building structure if its wood, semi-concrete or concrete

and lastly is the Disaster preparedness plan which enumerates

number of drills, and training conducted.

On the other hand, in the second group, Dependent

variables the level of awareness will be measured from a

rating of (1-5) very much aware to very much unaware, Extent

of Implementation of the Disaster program from Highly

Implemented-Highly Not implemented, And the degree of

satisfaction of Implementation with a rating from 1-5,

strongly satisfied to strongly unsatisfied.

The variables measured will determine the preparedness

of the school towards responding to disaster or calamities

that is bound to happen anytime. In the event that the school

is found not ready based on the findings of the study, there

will be a proposed measure to be undertaken to improve its

readiness and preparedness plans and programs.

 63

Respondents

The respondents of the study are the 39 National High

Schools in Second Congressional District of Northern Samar

identified by the Division Disaster Risk Reduction Management

Office as the most Disaster prone. This includes the 39

principal or school head of the different schools

identified,39 disaster risk reduction coordinator of the

school,39 Local/Brgy. DRR coordinator,3 randomly selected

teachers per school for a total of 234 respondents coming

from all the respondent schools. The reason why local

officials are included as respondents since they are the

primary agency to implement any disaster program and the data

can be used as benchmark in formulating disaster programs of

the LGU for the school. They will answer the questions

related to the preparedness of the school to calamity

disaster.

Research Instrument

In gathering the needed data on disaster preparedness of

schools, a survey questionnaire which is derived from Deped

Order No. 48 s. 2012 and the Deped Education Facilities

Manual (2007) will be used by the researcher. This is the

 64

main instrument in gathering the necessary information to

answer the researcher’s problem.

The questionnaire is divided into four sub problems. The

first part is the profile of the school wherein the

respondents will check the availability of the safety

facilities. The second part of the questionnaire is the

awareness and readiness of respondents (teachers, school

disaster risk reduction management coordinator, local

officials) and they will be asked to check very much aware

if they know well the program and frequently experienced the

implementation, moderately aware if they know well the

program but irregularly experienced the implementation ,

aware if they know the program but rarely experienced the

implementation , unaware if they never know but experienced

the disaster preparedness programs implemented or very much

unaware if they never know neither experience the disaster

preparedness programs are implemented.

The third part is the extent of implementation which is

to evaluate the frequency of conduction of the program. They

will be asked to check the box that corresponds to highly

implemented if there are existing programs observed and

frequently conducted; moderately implemented if there is

existing programs observed but irregularly implemented;

implemented if there is existing programs observed but rarely

 65

implemented; unimplemented if there is existing programs but

not implemented, and highly unimplemented if they never heard

of the programs nor observed the implementations.

The fourth is the degree of satisfaction to determine

the effectiveness of the implemented program. They will be

asked to check the box that corresponds to strongly satisfied

if the program is well implemented with best result;

moderately satisfied if the program is implemented with

better result; satisfied if the program is implemented with

fair result; unsatisfied if the program is implemented but

the result is not good; and strongly unsatisfied if the

program is failure and brings negative impact to the school.

POPULATION AND SAMPLING

Complete Enumeration will be used to get the data from

the respondents of the study which is the Secondary schools

of the Second Congressional District of Northern Samar. Based

on the Division Disaster Risk Reduction Management Office

there are 39 Schools vulnerable to Hazards in the District.

Thus, 39 School Heads, 39 School DRR coordinator,39 Local /

Brgy. DRR coordinator and 3 randomly Identified teachers

every school to participate on the study at the total of 234

respondents.

SCORING AND INTERPRETATION

 66

A frequency distribution method, percentage and weighted

mean for the identification of school facilities will be

employed on part I. The data on safety facilities will be

tabulated and interpreted by knowing the total number of

safety facilities present in schools to determine if the

schools have all these necessary safety facilities needed in

times of emergencies.

PART II- Level of awareness in terms of existing preparedness

programs implemented
SCORING INTERPRETATION
4.2-5.0 Very Much Aware
3.4-4.1 Moderately Aware
2.6-3.3 Aware
1.8-2.5 Unaware
1.0-1.7 Very Much Unaware

`PART III- Extent on the implementation of the disaster preparedness

program
SCORING INTERPRETATION
4.2-5.0 Highly Implemented
3.4-4.1 Moderately Implemented
2.6-3.3 Implemented
1.8-2.5 Unimplemented
1.0-1.7 Highly Unimplemented

PART IV- Degree of satisfaction on the implementation of the

preparedness program.

SCORING INTERPRETATION
4.2-5.0 Strongly Satisfied
3.4-4.1 Moderately Satisfied
2.6-3.3 Satisfied
1.8-2.5 Unsatisfied
1.0-1.7 Highly Unsatisfied

Validation of the research Instrument

The Instrument was adopted from the study of Tan M. J.

(2019) On her study of Disaster preparedness of National High

 67

schools in Cebu City which was derived from Deped Educational

Facilities manual 2007, and from the deped order no.48 s 2012

a minor modification was made to fit on this study.

Data Gathering Procedure

A letter address to the Schools Division Superintendent

will be sent seeking permission to conduct a study of the

disaster preparedness of the National High Schools in the

area. Next, a letter will be sent to the principal/School

Head of the selected school to seek permission to conduct a

survey of disaster preparedness of their school site. Another

letter will be sent to the Local/Barangay to seek permission

to conduct a survey in their barangay officials.

Questionnaires will be distributed to the principal’s/school

heads and the barangay officials personally by the

researcher. The teachers will be randomly selected from the

identified schools who will be asked to answer the

questionnaire by checking their appropriate responses in the

boxes in order to gather the data to determine the disaster

preparedness of their school but they have the option to

write their name to protect their identity. It will be an

evaluative research method because the collected data will be

summarized and interpreted and be presented in percentage,

frequency and weighted mean for the evaluation of the

 68

disaster preparedness of the schools. Some of the variables

like the level of awareness will be measured in terms of the

magnitude of their rating like very much aware, moderately

aware, aware, unaware and very much unaware. Each magnitude

has a corresponding numerical rating which will be used to

describe the findings of the study. They will be instructed

further on how to answer the questionnaire which will be

explained by the researcher during the time of the conduct of

the study however due to the Covid-19 pandemic a strong

adherence to the Health protocol shall be followed such as

wearing of facemask and face shield and at least 1-meter

distancing from one another. The respondents will be given

ample time to answer and the questionnaires will be retrieved

back after the completion of the data provided. All the data

they provided including their identity will be kept

confidential for their protection.

STATISTICAL TREATMENT

In the analysis of data, the study will use the

frequency distribution method, percentage and weighted mean

for the identification of school facilities. The data on

safety facilities will be tabulated and interpreted by

knowing the total number of safety facilities present in

schools to determine if the schools have all these necessary

 69

safety facilities needed in times of emergencies. The Likert

scale on the level of awareness, extent of implementation and

degree of satisfaction will be tabulated using weighted mean

wherein the results determine the level of awareness, extent

of implementation and degree of satisfaction of the

respondents towards the implemented safety programs. The

propose measures will be determined after the result has been

tabulated and established so that necessary actions can be

taken to address the safety of the school for calamities.

The interpretation of the first sub problem will be made by

frequency and percentage of each variables. The second, third

and fourth sub problems will be interpreted by weighted mean

in order to determine the level of awareness, extent of

implementation and the degree of satisfaction of the

respondents on the programs conducted by the school or the

government. The Likert scale of the degree of satisfaction of

the respondents will be also tabulated using the weighted

mean and is interpreted using the scale of very much

satisfied, moderately satisfied, satisfied, unsatisfied and

very much unsatisfied in order to determine the level of

satisfaction felt or experienced by the respondents on the

implementation of the safety programs.

 70

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