IMPLEMENTATION OF DISASTER RISK REDUCTION

AND MANAGEMENT PROGRAM IN SELECTED

SCHOOLS IN REGION XII, PHILIPPINES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 16
Issue 5
Pages: 584-603
Document ID: 2024PEMJ1483
DOI: 10.5281/zenodo.10520085
Manuscript Accepted: 12-18-2023
Psych Educ, 2024, 16(5): 584-602, Document ID:2024PEMJ1483, doi:10.5281/zenodo.10520085, ISSN 2822-4353
Research Article

Implementation of Disaster Risk Reduction and Management Program in

Selected Schools in Region XII, Philippines
Hector L. Lavilles Jr.*, Alma S. Hordista
For affiliations and correspondence, see the last page.
Abstract
This study determined the level of awareness of the teachers and administrators in natural and man-made
disasters as well as their level of preparation and implementation of the DRRM Program. The descriptive-
correlational research design was used in the study. The data were gathered through the questionnaire and
administered to 96 respondents. The data gathered were analyzed through weighted mean and Pearson
correlation. Results of the study showed a high awareness of teachers and administrators in natural and man-
made disasters. The school personnel also prepared and implemented the DRRM Program. The study also
revealed significant relationships between the awareness of multiple disasters and preparation in the DRRM
Program as well as the preparation and implementation of the DRRM Program. Given the overall results, the
study may serve as a basis for schools to improve the implementation of the DRRM Program through higher
disaster awareness and preparation.

Keywords: school disaster risk reduction and management program, school awareness in natural disasters,
school awareness in man-made disasters, safe learning facilities, school disaster management

Introduction
Educational institutions have become more intricate and competitive to cope with changes in society. Administrators
frequently face challenges between maintaining a reassuring environment with a safe climate for the learners and
keeping the school safe, secure, and prepared for handling crises that are difficult to prevent (Trump, 2011). Disaster
is an international issue where everyone is entitled to show concern towards attaining zero casualties during a specific
Majeure.

More than 400 disasters occur across countries every year affecting more than 230 million people, with casualties of
almost 75, 000 annually. These disasters prevent learners from going to school for a full year (IFC, 2010). For
instance, 400 children died in a 2001 earthquake in Gujarat, India. In Bangladesh, 25-30% of pupils stopped
schooling due to the 1998 floods. In America, 165,729,935 people were affected with 154, 662 fatalities from 2, 101
natural disasters from 1980 up to 2008 (Merchant, 2015). Man-made hazards have also added threats to the lives
and welfare of the education community. In Colombia, increasing drop-out rates and expanding over-age learners
were due to the adverse effects of armed conflicts, economic hardship, and forced displacement. In the US, fire
departments responded to over 3, 320 structure fires in schools from 2013-2017. (Villar-Marquez, 2011; Hanna et
al., 2019; Campbell, 2019).

The Philippines is prone to multiple hazards. The impacts are heightened due to the conditions conveyed by the
existing socio-political and economic underlying forces. Flash floods last November 15, 1991, in Ormoc City killed
5,100 people, while floods and landslides due to Typhoon Trix killed 995 people in the Bicol Region. The latest
major earthquake with a 7.2 magnitude occurred in Bohol and Cebu on October 15, 2013, reporting 222 fatalities
and 796 injured people (Doroteo, 2015).

Schools in the country are also at risk from man-made disasters. A fire incident due to a faulty electrical connection
destroyed one school building in Maguindanao (Punzalan, 2019). Further, a school in North Cotabato was attacked
by armed men taking students as hostages for 12 hours (Global Coalition to Protect Education from Attack, 2018).
These have adverse effects on the well-being of stakeholders.

To alleviate the effect of the various disasters in the country, the government developed disaster risk reduction
management strategies through Republic Act No. 10121 which strengthens the country's disaster risk reduction and
management system, providing for the National Disaster Risk Reduction and Management (NDRRM) Framework
and institutionalizing the NDRRM plan. The Department of Education (DepEd) observes the policy of the
government through the formulation of an inclusive framework in Disaster Risk Reduction and Management
(DRRM) (DepEd Order No. 37, s. 2015). However, despite the mitigating and preventive measures towards DRRM,
there are still schools that were not able to cope during a disaster in their location (Bayangos & Relayson, 2015).
In Sultan Kudarat, most schools are susceptible to both natural and man-made disasters due to their geographical
location and situation. The location of two schools near a river in Lutayan Municipality is susceptible to floods

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during heavy rains. In 2014, one school became an evacuation center for a short period due to an armed conflict that
happened in a neighboring community (A. Nequinto, personal communication, October 01, 2020). Further, in
Columbio Municipality, the schools have experienced a series of strong-magnitude earthquakes from last year up to
the current year. These have resulted in the disruption of classes at both elementary and secondary levels. Being
located in a mountainous area, the schools are susceptible to major disasters like earthquakes and landslides (W.
Surtin, personal communication, October 05, 2020).

The location of most schools in the municipality of Palembang makes it highly susceptible to both natural and man-
made hazards. These schools are located within coastal and highland areas. In terms of natural hazards, landslides
frequently occur during heavy rains or even earthquakes. The schools being near the sea, are also prone to strong
storm surges and tsunamis (A. Abedin, personal communication, October 03, 2020).

The geographical locations of these schools could increase the possible impacts of a disaster but can also be mitigated
through the implementation of the DRRM Framework. The researcher also experienced various impacts of disasters
because of the exposure of the school to different types of risks. Important documents were destroyed during a fire
incident last 2019 and a conflict due to a clan feud also once occurred in the school community, which exposed the
pupils and teachers to armed violence. It is through this lens, that the researcher became interested in studying the
implementation of disaster risk reduction management programs in selected schools in Region XII, Philippines.

Research Questions

The study determined the implementation of the Disaster Risk Reduction and Management (DRRM) program among
selected schools in Region XII, Philippines. Specifically, the study answered the following questions:

1. What is the level of awareness of the teachers and administrators in DRRM for the following natural disasters:
1.1 Floods;
1.2 Earthquakes;
1.3 Storm Surges;
1.4 Tsunamis; and
1.5 Landslides?
2. What is the level of awareness of teachers and administrators in DRRM considering the following man-made
disasters:
2.1 Fires;
2.2 Armed Conflicts;
2.3 Terrorism;
2.4 Accidents; and
2.5 Oil Spills?
3. What is the level of preparation of teachers and administrators in DRRM among these schools in terms of:
3.1 Safe Learning Facilities;
3.2 School Disaster Management; and
3.3 Risk Reduction and Resilience Education?
4. What is the level of implementation of teachers and administrators in DRRM among these schools in terms of:
4.1 Safe Learning Facilities;
4.2 School Disaster Management; and
4.3 Risk Reduction and Resilience Education?
5. Is there a significant relationship between the:
5.1 level of awareness in natural and man-made disasters and the level of preparation of DRRM among selected
schools; and
5.2 level of preparation and level of implementation of DRRM program among selected schools?

Literature Review

Natural Disasters as Global and National Concern

Natural disasters are natural occurrences that pose threats to people and result in the destruction of properties.
Atmospheric, seismic, geological, hydrologic, and wildfire are among the natural phenomena that are hazardous to
the lives of people (South East Asian Minister of Education, Organization, Innovation and Technology [SEAMEO
INNOTECH], 2014). Further, Yu et al. (2018) stressed natural disasters as a mixture of different threats and risks
brought by nature to vulnerable locations that are prone to adversities arising from these disasters.

Natural disasters are generally classified as biologic, climate-related, or geophysical. The impacts of disasters have

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expanded due to increased rates of urbanization, deforestation, and environmental degradation (Leaning & Guha-
Sapir, 2013). Loayza et al. (2012) revealed that growth in developing countries is more penetrating to natural disasters
compared to developed nations due to greater impacts in various sectors.

The Philippines is susceptible to natural disasters such as floods, typhoons, and earthquakes due to its geography and
geology. The country encounters an average of twenty typhoons a year, and most of these typhoons have harmful
impacts on lives and properties. Further, the country located in the Pacific Ring of Fire is at risk of earthquakes and
other seismic-related activities. The adverse effects of these disasters have motivated different sectors to strengthen
policies and programs related to disaster management (Martinez et al., 2019; Doroteo, 2015; South East Asian
Minister of Education, Organization, Innovation and Technology [SEAMEO INNOTECH], 2014).

Schools in the Philippines are at risk of natural hazards. The location of the schools has a susceptibility to floods
and earthquakes. Hence, there is a need to craft a plan for specific types of disasters to ensure that every member of
the community understands their roles and responsibilities during natural hazards (Martinez et al., 2019). Further,
Muttarak and Luz (2014) agreed that education has a pivotal role in minimizing the risks of extreme climate events
in all possible ways. Formal education has a crucial role in delivering competencies to increase the capacity of
people to respond to any type of disaster. Indirectly, education also contributes to alleviating the socio-economic
status of different households, making them avail of different resources relevant to disaster preparedness, mitigation,
and sensitivity.

The Impacts of Floods on School Community

Doroteo (2015) stressed that a higher number of deaths and economic losses are due to flooding in low-lying areas.
The impact of strong tropical cyclones in the Philippines has resulted in inland flooding and landslides which have
brought adverse effects to the people. Martinez et al. (2019) agreed that floods due to heavy rains and typhoons have
affected many schools in the country. The water infiltrates the school buildings, which causes deterioration and
destruction of properties and other infrastructures. Further, water contamination and damage to school records are
among the adverse effects of flooding in schools.

Hence, Corpuz (2019) highlighted the DRRM practices that needed to be implemented for floods. The procedure
includes monitoring of weather conditions in the locality, orientation on disaster management in case of flood,
available countermeasures such as modifying floor levels and barriers for low-lying areas, checking of the drainage
system and mechanism to facilitate the transfer of equipment and important documents to higher ground in case of
flooding.

Earthquake Preparedness and Risk Reduction

Jimee et al. (2015) described that earthquakes are among the most catastrophic natural disasters that destroy life and
properties in the shortest possible time. The seismic hazard is a natural phenomenon and is linked to certain
geographic areas. Earthquakes as a hazard are outside human control; hence the only way to mitigate the risk is by
intensifying the capacity of potential victims to manage the impact of a potential earthquake.

The Philippines is positioned in the Pacific Ring of Fire and is susceptible to strong-magnitude earthquakes. The
latest major earthquake with a 7.2 magnitude occurred in Bohol and Cebu on October 15, 2013, and reported 222
fatalities and 796 injured people. Thousands of infrastructures were damaged including historical churches in the
area (Doroteo, 2015). Records showed that the 7.8 magnitude earthquake in Baguio City was the 6th deadliest natural
disaster in the country, killing 1,621 people.

Martinez et al. (2019) identified the possible effects of earthquakes in schools. Old buildings are at risk of moderate
to serious damage because of high-magnitude earthquakes. Moreover, the shortage of electric power and threats to
human life are among the adverse impacts of earthquakes in schools. Cariño and Garciano (2019) agreed that schools
are susceptible to strong-magnitude earthquakes. Thus, they can utilize the developed seismic evacuation safety
index (ESI) as a basis for planning and decision-making. The model can help school administrators in intensifying
the disaster management plan and in providing safe evacuation for learners during a strong earthquake.

Storm Surge as a Global Disaster and its Impacts to Schools

The tropical climate of the Philippines is greatly affected by monsoon winds from the southwest during May-October
and northeast during November-February. From June to December, typhoons usually strike the country on an
average of 20 typhoons yearly. These typhoons when accompanied by floods or strong winds, may cause loss of life

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and properties (Doroteo, 2015). Specifically, the strong storm surge brought on by tropical typhoons is a major cause
of deaths and destruction to coastal communities (Morrow et al., 2015).
Needham et al. (2015) agreed that storm surges inflict economic losses across affected countries. For instance, in
Bangladesh, the 1970 Bhola Cyclone was responsible for a 9.1m storm surge that killed 300,000 people. In the US,
storm surges brought on by Hurricane Katrina resulted in $149 billion in losses.

Meanwhile, the storm surges brought by Typhoon Haiyan in the Philippines last 2013 reported extreme damage of
most schools. For instance, one-third of the schools in Palo, Tanauan, and Tacloban were damaged by strong winds,
and storm surges (Suppasri et al., 2015). This implies that learning institutions in coastal areas are at risk of strong
surges during typhoons or even heavy rains.

Although seldom hit by a typhoon, Mindanao is still susceptible to strong typhoons. The most recent was typhoon
Pablo, which hit the area in 2012. It was considered the strongest typhoon in decades that struck the provinces (South
East Asian Minister of Education, Organization, Innovation and Technology [SEAMEO INNOTECH], 2014). This
puts coastal communities on the island at risk of storm surge inundation.

Tsunami Preparedness and Mitigation Approaches

Tsunamis are a sequence of sea waves whose heights are more than 5 meters as a result of underwater earthquakes,
landslides, and volcanic eruptions. Local tsunamis and distant tsunamis are the two types of tsunami generation.
Local tsunamis can travel a hundred kilometers from the source, while a distant tsunami can travel up to 24 hours
before hitting coastal communities (Philippine Institute of Volcanology and Seismology [PHIVOLCS], 2020).

The school community, specifically those in coastal areas, is highly susceptible to tsunamis. Hence, there is a need
to implement a sustained development program across all education stakeholders to expand their knowledge and
skills for mitigation, management, and resiliency during a tsunami (Ubit & Bartholomaeus, 2018). Teachers have to
be trained in performing as mediators and in helping the process of rebuilding schools and lives, especially of the
learners.

The learners spend most of their time in school. Thus, they need to feel safe and ready in times of disaster like a
tsunami. Schools need to implement comprehensive efforts of disaster-resilient education by understanding the
specific needs of the learners in disaster management (Yusuf & Susanti, June 2019).

The Process of Landslides and its Threats to the Country

Landslides are the downward movement of rocks and other debris due to different factors such as intense rainfall,
weathering of rocks, ground vibration, volcanic activity, and man-made triggers is greater than the resisting force.
This natural phenomenon occurs in upright areas and may range from very slow to fast movement (Philippine
Institute of Volcanology and Seismology [PHIVOLCS], 2020).

The Philippines is highly susceptible to landslides because of its geographic and geotectonic setting. The country
lies in the Pacific Ring of Fire where earthquakes and volcanic eruptions constantly occur (Beroya-Eitner, 2017).
Landslides, particularly in mountainous areas which dominate the country's landscapes, are a common occurrence.
These phenomena are intensified due to deforestation, rapid urbanization, and excessive development.

Education plays an important role in making people participate in environmental management and disaster
mitigation. Imparting students with knowledge about disaster management and mitigation, particularly with
landslides, is an effective strategy for increased student awareness. Assessing the feelings of students about the
disaster, their knowledge about landslides, and imparting skills that will them be more conscious of the disaster is
necessary for solving landslides issues (Lateh & Govindasamy, 2012).
Management of Man-Made Disasters across Schools

Anthropogenic disasters, also known as human-induced disasters, are threats due to human intentions, negligence,
error, or failure of a man-made system. It comprises events that are the results of human activities such as terrorism,
conflicts, transport, and use of hazardous materials (South East Asian Minister of Education, Organization,
Innovation and Technology [SEAMEO INNOTECH], 2014).

Man-made disasters are induced primarily by human activities such as chemical spills, industrial accidents, marine
pollution, war, and acts of terror (Twigg, 2015). United Nations International Strategy for Disaster Reduction

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(UNISDR, 2018) opined that unlike natural hazards, human-induced hazards can often be prevented. However, there
is still a need to perform major mitigating measures such as protection, prevention, and preparedness.

Schools are greatly affected by natural disasters or armed conflicts. Oftentimes, teachers and pupils get injured or
killed during these types of disasters (South East Asian Minister of Education, Organization, Innovation and
Technology [SEAMEO INNOTECH], 2014). Children and youth are the most at-risk group to acquire post-
traumatic stress symptoms after any disaster. Thus, classroom-based intervention is recommended for effective
psychosocial treatments (Brown et al., 2017).

Fire Management Framework among Schools

Twigg (2015) pointed out that fires are a common hazard in schools, requiring precautionary measures such as
evacuation planning and drills. Every school should have an emergency plan and exercise it regularly. Moreover,
Martinez et al., (2019) identified flawed electrical wiring, failure of electrical appliances, overuse of extension cords,
and overloading of electrical sockets as major causes of fires in schools. These affect the building, other properties,
and life of pupils and teachers.

In the Philippines, the "Fire Code of the Philippines 2008" through Republic Act 9514 established the framework for
a fire management system that will serve as a basis for all sectors in mitigating, preventing, and responding to cases
of fires. The policy ensures public safety and economic development through the prevention of all kinds of
destructive fires in all institutions.

Corpuz (2019) stressed the DRRM practices in case of fire in the school. The procedure involves the establishment
of a strong warning system, posting of the floor plan in a visible area, available fire exit signage, orientation on
disaster risk management in case of fire, the conduct of regular fire drills, teaching learners to stop, drop and roll and
other essential skills needed in responding to fires.

Armed Conflicts Awareness and Resiliency

According to the South East Asian Minister of Education, Organization, Innovation and Technology (SEAMEO
INNOTECH, 2014), pupils tend to drop out of school after being caught in the crossfire in conflict areas. Moreover,
teachers are forced not to go to school due to the dangerous situation. The challenging situation may affect the
psychological and psychosocial aspects of teachers and pupils. Thus, there is a need to train and capacitate learning
communities to manage psychosocial ill effects and trauma.

Shenoda et al. (2018) also revealed that schools as safe environments for children are greatly affected by armed
conflicts in the form of indiscriminate crossfire, looting, or intentional targeting. Areas with armed conflict due to
clashes between government forces and insurgents pose threats to disturbance of classes at any period. This dilemma
creates an unsound situation for both pupils and teachers (South East Asian Minister of Education, Organization,
Innovation and Technology [SEAMEO INNOTECH], 2014).

Maximum health and development programs for children affected by armed conflicts need the collaboration of
various sectors such as health, education, and government units in the community to ensure the protection and
promotion of their right to live in a peaceful community (Shenoda et al., 2018).

The Threats of Terrorism and Awareness in Schools

According to Securitas (2017), terrorism is a deliberate use against people for political or religious ends. Terrorists
use violence and threats to introduce fear among people to force change. They intend to advance their position by
killing as many people as possible and by achieving strong emotional responses from the population affected by their
attacks. To achieve these goals, terrorist acts may be more likely to occur at locations where large numbers of people
gather, or at a time or place where an attack would have a far-reaching or newsworthy impact.

Martinez et al. (2019) stressed that a terrorist attack may include hostage-taking, bomb threats, and armed
encounters. Terrorism is one of the greatest risks in the community due to the random selection of terrorists for place
and time of operation. This may result in damage to property or loss of lives for pupils, teachers, and other
community members.

Hence, Schlegelmilch et al. (2017) suggested that education sectors have to provide an understanding of the nature
and type of these hazards in schools to enhance school preparedness and sensitivity. This includes understanding

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both the global and local context of terrorism, as well as knowing the history of terrorism and acts of violence in
schools.

Accidents as Global Health Problems in Schools

Barcelos et al. (2018) revealed that accidents are among the foremost causes of death among children and young
adults across countries. Accidents are a global health problem mostly affecting the younger population. These
accidents include traffic accidents, falls, burns, drowning, poisoning, and intoxication. The results of these accidents
may range from temporary physical inability to a more severe impact and even death.

Zeng (July 2019) posited that accidents in both primary and secondary schools involve various conflicting interests
and have a major social impact. Despite the value laid by society in the protection of children, the responsibility of
the school to provide a safe environment against accidents is often ignored. Langford et al. (2015) added that
childhood and adolescent stages are extremely important for public health. These periods are described as biological
and social changes crucial in building a strong foundation for the health and economic well-being of adults.

Parents entrust their children to schools. They have faith in teachers as second parents of the learners. They are
aware that these educators will not harm or expose these learners to any risks. Therefore, teachers have a larger
responsibility to ensure that learners are safe, comfortable, and secure under their care. This is because healthy
children attain better educational outcomes that are associated with improved healthy well-being later in life (Hassan,
2015 & Langford et al., 2015).

The Impacts of Oil Spills on Coastal Schools

Oil spills, categorized as man-made disasters pose threats not only to marine animals but also to people living in
coastal communities. Health, social, economic, and cultural impacts are among the human dimensions of oil spills
affecting individuals, families, businesses, institutions, and government. This phenomenon also disrupts local fishing
and tourism in coastal areas, affecting the livelihood of people and their everyday lives (Walker, 2014 & Albert et
al., 2018).

Further, Pegg and Zabbey (2013) cited that oil spills are also responsible for the low educational attainment of
residents in coastal communities. With the absence of available livelihood due to oil spills, parents have to stop their
children from going to school to minimize expenses and help out in meeting their everyday needs. Salthammer et
al. (2016) agreed that oil spills have an impact on the educational experiences of pupils. Oil spills can contribute to
high carbon dioxide concentrations in classrooms, which may result in poor ventilation conditions and poor indoor
air quality in schools. Thus, the need to prepare schools for this specific disaster is also vital to promote a safe
learning environment for the learners.

Disaster and Risk Reduction Management

Disasters brought on by man or nature have adversely influenced how schools operate across countries. The negative
impacts of disasters have directed the development of disaster risk reduction and management for the schools to
establish a program that promotes disaster mitigation, management, and resiliency to the education stakeholders (Yu
et al., 2018).

Schools are greatly affected by natural disasters or armed conflicts. Frequently, teachers and pupils get injured or
killed during these types of disasters (South East Asian Minister of Education, Organization, Innovation, and
Technology [SEAMEO INNOTECH], 2014). Younger groups are susceptible to acquiring post-traumatic stress
symptoms after any disaster. Thus, classroom-based intervention is recommended for effective psychosocial
treatments (Brown et al., 2017).
The need for a multi-hazard approach requires the integration of manufactured hazards in early warning systems and
forecasting, as well as DRRM preparedness, prevention, response, and recovery exercises and plans. It further
promotes investments in innovation and technology developed specifically for artificial hazards and multi-hazard
research into disaster risk management. And the provision of training for local authorities responsible for emergency
preparedness and response in areas with identified natural and manufactured disasters (United Nations International
Strategy for Disaster Reduction [UNISDR], 2018).

DRRM cycle must be based on holistic models that concentrate on a single type of intervention. The cycle should
integrate critical activities that ensure DRRM is a national and local priority, identify and monitor disaster risks and

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improve early warnings, use knowledge and innovation to build resilience at all levels, reduce risk factors, and
strengthen disaster preparedness for effective response (Twigg, 2015).

In the Philippines, various disasters have greatly affected most schools (Association of South East Asian Nations
[ASEAN], 2016). The Comprehensive School Safety (CSS) Framework is designed to serve as a basis for local
disaster management plans among schools in ASEAN countries. Hence, the government strengthened the Disaster
Risk Reduction and Management (DRRM) System by providing a national framework and management plan to
uphold people's by addressing the core causes of vulnerabilities to the rights to life and property disaster and adhering
to the universal norms to overcome human sufferings due to recurring disasters (Republic of the Philippines, 2009).

Knowledge of Safe Learning Facilities in Schools

Schools act as a critical point of learning, cultural celebration, and socialization. Pupils, teachers, and all community
members are part of the entire school system. These stakeholders need to interact collaboratively to provide safe and
child-friendly schools for learners. The school has a primary capability to innovate, especially in developing a culture
of peace, safety, and resilience towards any type of disaster. Thus, making schools as a focal point in disaster risk
reduction education for the community is an effective and efficient strategy (South East Asian Minister of Education,
Organization, Innovation and Technology [SEAMEO INNOTECH] 2015).

Bayangos and Relayson (2015) posited that safe learning facilities refer to the physical and other related structures
of schools. This encompasses the construction of temporary learning spaces that can be utilized during possible
displacement brought on by disasters. In addition, the United Nations International Children's Emergency Fund
(UNICEF, 2011) posited the need for carrying out safety inspections and assessments of facilities and ensuring their
suitable location and construction to provide learning facilities that are safe and secure for learners' usage.

Access to safe and relevant learning experiences is one of the standards embedded in school disaster management.
The school, together with other sectors needs to ensure health, water and sanitation, nutrition, and shelter to promote
the security, safety, and holistic well-being of the teachers and pupils (South East Asian Minister of Education,
Organization, Innovation and Technology [SEAMEO INNOTECH], 2014). Schools are mandated to provide a safe
and nurturing learning environment, generate interest from learners, and achieve quality educational outcomes.
Hence, it is vital to train teachers and other personnel in disaster risk reduction and integrate disaster management
programs into the curriculum to provide a child-friendly learning atmosphere (Association of South East Asian
Nations [ASEAN], 2016).

Mainstreaming of Disaster Management in Schools

School disaster management is an integral part of ongoing school-based management and planning. Activities should
encompass risk assessment, identification and implementation of mitigation practices to minimize and adapt to
hazard impacts, response preparedness skills and provisions, and educational continuity planning (Association of
South East Asian Nations [ASEAN], 2016). Twigg (2015) added that disaster risk reduction and management in
schools must be delivered holistically to equip students with the skills needed to deal with all types of hazards. The
framework can be embedded into different core curriculum subjects, relevant school policies and procedures; school
events and activities, and the local environment.

Corpuz (2019) highlighted that school disaster management is a systematic process of assessment and planning,
physical protection, and response capacity development to protect the pupils and other stakeholders from any harm
and maintain the continuity of education in the time of disaster. School disaster management includes the cycles of
assessment of hazards, planning and implementing risk reduction, maintaining safe environments, testing
preparedness plans, and revising the plan based on experience.

Petal (2010) opined that school disaster management core content should start with the assessment of risks at all
levels. Risk assessment is crucial for school DRRM planning as well as in the implementation of structural, non-
structural, and infra-structural safety, environmental protection, and development of early warning systems.

Integration of Disaster Risk Reduction and Management in the Curriculum

The inclusion of disaster management in instruction is an indispensable strategy in improving the cognitive ability
of the students and the locale about disasters and the measures that need to be taken during emergencies (United
Nations Educational, Scientific and Cultural Organization [UNESCO], 2016). Risk reduction and resilience
education include both formal and non-formal education designed to promote safe and resilient communities. The

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framework directs all efforts of the school into a clear goal that will guide education sector partners to work
effectively and coordinate with other sectors at all levels with similar efforts. Moreover, the pillar highlights the
provision of in-service training programs on disaster preparedness to teachers and the development of support
materials for teaching and learning related to disaster risk reduction (United Nations International Children’s
Emergency Fund [UNICEF], 2011; Association of South East Asian Nations [ASEAN], 2016).

However, Selby and Kagawa (2012) pointed out that the learning and teaching approaches used in addressing the
DRRM curriculum have limited applications. The connection between competency and community engagement in
interactive and participatory learning is lacking in most schools. Although there are schools with experiential and
action learning, the frequency of numbers is minimal.

All countries in the ASEAN initiated disaster risk reduction and management into the academic curricula and extra-
curricular activities at the primary and early secondary levels. Different teaching approaches have been applied,
such as incorporating discussions on disasters and resilience in the existing subjects, and were supported by training
and guidance materials to improve the integration of disaster education in various learning areas (Association of
South East Asian Nations [ASEAN], 2016).

Twigg (2015) opined that disaster risk reduction education and school safety planning should be connected as part
of a coherent method for mitigating risk. School administrators have the role of taking a holistic perspective of school
safety, which covers teaching and learning on the subject of risk and disasters. The Association of South East Asian
Nations (ASEAN, 2016) recognized school administrators as leaders in curriculum review and revision, pedagogical
development, teacher training, and provision of teaching media.

Methodology

Research Design

The study was a descriptive-correlational design using survey methods of data gathering. The main instrument
utilized by the researcher was a survey designed for administrators and teachers. The second phase of the study was
a correlation between the level of awareness of teachers and administrators in natural and man-made disasters and
their level of preparation in the DRRM program as well as in determining the relationship between the level of
preparation and implementation in the DRRM program. The study was conducted in schools with multiple disasters
encountered due to their geographical location. The researcher also used frequency, weighted mean, and Pearson r
as statistical tools to treat the data.

Participants/Respondents

The study was conducted on the six (6) immediate administrators of the six selected schools, either the Principals or
Assistant Principals. In the same manner, the total enumeration of ninety (90) teachers involved in the
implementation of disaster risk reduction management was also selected in the survey of the level of preparation and
implementation of the DRRM Program as well as the level of awareness in natural and man-made disasters. There
were ninety-six (96) respondents in all. The detailed distribution of respondents for the survey is presented in Table
1 below.

Table 1. Distribution of Respondents

Instrument
Survey Questionnaires were developed by the researcher and validated by five experts in Curriculum Development.
The questionnaire in the first section covered the level of awareness of teachers and administrators in Disaster Risk
Reduction and Management for natural hazards in terms of floods, earthquakes, storm surges, tsunamis, and

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landslides and was adapted and modified from Marskole (2018). The second section looked into the level of
awareness of teachers and administrators in Disaster Risk Reduction and Management for man-made hazards in
terms of fires, armed conflicts, terrorism, accidents, and oil spills and was adapted and modified from Marskole
(2018). The third section included the level of preparation for the Disaster Risk Reduction and Management program
among the schools in terms of Safe Learning Facilities, School Disaster Management, and Disaster Risk Reduction
in Education, and was adapted and modified from Batchar (2017). The fourth section looked into the level of
implementation for the Disaster Risk Reduction and Management program concerning the Safe Learning Facilities,
School Disaster Management, and Risk Reduction and Resilience in Education and was adapted and modified from
Batchar (2017).

Using the rating sheet, five (5) identified experts validated the Survey Questionnaire. The instruments were certified
according to their construction and content. This process determined if the objectives of the study were achieved.
Moreover, the instruments were checked to make sure that the appropriate data were sought for the study.

Following validation, twenty (20) respondents participated in a pilot test of the instrument. As expected, the
respondents in the pilot testing were not included as actual respondents of the study. Data for the test results were
statistically treated using Cronbach’s Alpha to measure internal consistency and how closely related a set of items
were as a group. It was considered to be a measure of the scale reliability of the questionnaire.

The SPSS was used to test the reliability of the questionnaire. The result shows that the alpha coefficient for the
awareness of natural disasters in five indicators namely: floods, earthquakes, storm surges, tsunamis, and landslides
were 0.63, 0.73, 0.76, 0.46, and 0.87, respectively. Meanwhile, the alpha coefficient for awareness in man-made
disasters was 0.79 (fires), 0.56 (armed conflicts), 0.87 (terrorism), 0.84 (accidents), and 0.83 (oil spills). The alpha
coefficient for the preparation of the DRRM Program in three indicators were 0.87 (safe learning facilities), 0.86
(school disaster management), and 0.89 (risk reduction and resilience education). Further, the implementation of the
DRRM Program has an alpha coefficient for the following: safe learning facilities (0.67), school disaster management
(0.88), and risk reduction and resilience education (0.87). The following alpha coefficient for the different variables
implied that items have relatively high internal consistency.

Procedure

To collect the data required for this study, the researcher wrote a letter of permission to the Schools Division
Superintendent of Sultan Kudarat to conduct this study. As soon as the approval was granted, the researcher
coordinated with the administrators to allow him to administer the survey. Schedules were set so that the principals
and teachers could answer the survey individually in their vacant time. The survey was done on the scheduled dates
set by the principal. The questionnaire was retrieved by the researcher after all respondents had finished answering
all the items.

Finally, the data gathered pertinent to the problems of the study were subjected to statistical treatments. Findings
were extracted and analyzed based on the results of the treated data. The results of the study were interpreted to
arrive at certain conclusions and recommendations.

Ethical Considerations

The observance of ethical standards in research is a primary factor that was considered in the conduct of this study.
The observance of ethical standards and guidelines in research is a proactive strategy to establish the reliability and
validity of the research findings. The standards are intended to prevent both the researcher and other individuals who
are involved in the research such as the participants, the reviewers of the study, the adviser, and the members of the
panel of examiners as well as the authorities who will permit to conduct the study from violating certain rights.

The participants were informed of the objectives of the study and the data and information needed from them if they
would agree to participate. After they were informed of the objectives of the study, the researcher requested consent
to participate from the participants, informing them that at any time in the span of the study, they have the freedom
to withdraw and withhold information. In this study, voluntary participation of the participants was practiced before
they involved themselves in the study.

Further, to ensure the observance of data privacy, the researcher protected the confidentiality of the research
participants by shielding them from undesirable consequences. The researcher recognized and acknowledged the
participants as co-researchers in the study. The study assured the participants that the information that they divulged
would be treated with utmost confidentiality since their names would not be reflected in the results of the interviews.

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The privacy of the participants in this study would be at all times protected by maintaining their anonymity in the
interviews conducted. The researcher also assured the participants that the data gathered and the information that
they disclosed were used solely for this study.

Results

The content of this section presents the awareness of natural and man-made disasters, preparation, implementation,
and experiences of the teachers and administrators in the DRRM Program as well as the significant relationship
among variables. The various results are presented in the succeeding tables while the discussions for each table were
presented in the succeeding paragraphs.

Table 1. Summary of the Level of Awareness in Natural Disasters

Table 2. Level of Awareness in Man-made Disasters

Table 3. Summary of the Level of Preparation in the DRRM Program

Table 4. Summary of the Level of Implementation in the DRRM Program

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Table 5. Relationship between Awareness of Natural Disasters and Preparation of the DRRM Program

Table 6. Relationship between Awareness of Man-made Disasters and Preparation of the DRRM Program

Table 7. Relationship between the Preparation and Implementation of the DRRM Program

Discussion
Awareness of Natural Disasters

As shown in Table 1, the grand mean of 3.73 signifies that the level of awareness of the teachers and administrators
in natural disasters is high. The result implies that the teachers and administrators are conscious of the different
natural disasters that may occur in the school environment and have high knowledge about the different mechanisms
for each disaster. They can integrate their awareness into the preparation and implementation of the DRRM Program
in the school. Specifically, the administrators and teachers have a high awareness of earthquakes, floods, landslides,
storm surges, and tsunamis. Further, teachers have a higher level of awareness of storm surges, tsunamis, and
landslides than school administrators.

Likewise, Corpuz (2019) opined that schools as local bases for disaster management including risk assessments and
developing capacities for disaster management help build awareness for emergency response to reduce disaster
impacts. Also, training in disaster management is essential for increasing the awareness of school personnel for
disasters.

Awareness of Man-Made Disasters

In terms of man-made disasters, the grand mean of 3.74 signifies a high level of awareness of man-made disasters.
Specifically, they have a high level of awareness of accidents, fires, armed conflicts, oil spills, and terrorism. The
result implies that the knowledge of the administrators and teachers in man-made disasters is evident. They can share
this knowledge with the pupils and community members as a preventive measure against man-made disasters.
Moreover, the result shows that teachers are more aware than administrators of man-made disasters like armed
conflicts, terrorism, and oil spills.

This is similar to the study of Canales and Sanico (2021) where teachers are very much aware of man-made disasters.
Their awareness was influenced by the initiatives of the Department of Education (DepEd), NDRRMC, and PAG-

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ASA to disseminate disaster-related information. Further, the awareness of personnel in disaster management is
positively influenced by their training in first aid and capacity to deal with mass casualty incidents.

Preparation in the DRRM Program

The statistical mean value for the level of preparation of teachers and administrators in the DRRM Program in terms
of safe learning facilities, school disaster management risk reduction, and resilience education was 4.06 and
interpreted as well prepared. The preparation of a safe and conducive learning environment was evident as well as
in the organization of the DRRM Team and integration of its key messages in the curriculum. The majority of the
respondents claimed that the mandated programs of the DepEd allowed them to intensify the preparation of activities
related to disaster risk reduction and management and to link with external stakeholders for improved school disaster
preparation.

Similarly, the South East Asian Minister of Education, Organization, Innovation, and Technology (SEAMEO
INNOTECH, 2014) revealed that schools act as critical points of learning, cultural celebration, and socialization.
Pupils, teachers, and all community members are part of the entire school system. These stakeholders need to interact
collaboratively to provide safe and child-friendly schools to the learners. The school has a primary capability to
innovate, especially in developing a culture of peace, safety, and resilience towards any type of disaster. Thus,
making schools a focal point in disaster risk reduction education for the community is an effective and efficient
strategy.
Implementation in the DRRM Program

The result in Table 4 revealed that the DRRM Program was well implemented by the teachers and administrators
with a statistical mean value of 3.97 in terms of the three indicators: safe learning facilities, school disaster
management, and risk reduction and resilience education. The respondent schools exhibited efficiency in the
implementation of different projects, programs, and activities that are intended to intensify the knowledge and skills
of the entire community about disaster management. The respondents also stated that they implement disaster
management activities in the school that include building a safe environment, organizing disaster teams, and
integrating key messages into the curriculum.

Accordingly, the United Nations International Children's Emergency Fund (UNICEF, 2011) explained ways of
promoting school safety and disaster management through supporting school-level vulnerability and capacity
assessments which include the participation of learners, teachers, and the community. The establishment of early
warning systems, training for teachers, and systematic dissemination of good practices of school preparedness and
response are also critical in sustaining school disaster management.

Awareness of Natural Disasters and Preparation in the DRRM Program

Pearson Correlation was used to establish the relationship between the Level of Awareness of Natural Disasters and
the Level of Preparation in the DRRM Program of administrators and teachers. Results of the correlation showed
that there is a significant low positive correlation r = 0.45 (sig.=0.00) between awareness of natural disasters and the
level of preparation in the DRRM Program. This positive correlation means that when the awareness of teachers and
administrators about natural disasters was high, there was corresponding high preparation for the DRRM Program.
Consequently, when awareness of natural disasters was low, one could expect that there would be lower preparation
for the DRRM Program.

So, the null hypothesis (Ho1) which states that there is no significant relationship between the level of awareness of
natural disasters and the level of preparation in the DRRM Program is rejected. Thus, there is a significant
relationship between the level of awareness of natural disasters and the level of preparation in the DRRM program
of the administrators and teachers.
The result is similar to the study made by Muttarak and Luz (2014) which agreed that education plays a pivotal role
in minimizing the risks of extreme climate events in all possible ways. Formal education has a crucial role in
delivering competencies to increase the capacity of people to respond to any type of disaster. Indirectly, education
also contributes to alleviating the socio-economic status of different households making them avail of different
resources relevant to disaster preparedness, mitigation, and sensitivity.

Awareness of Man-Made Disasters and Preparation in the DRRM Program

Table 6 presents the result of the relationship between the level of awareness of man-made disasters and the level of
preparation in the DRRM Program of the administrators and teachers. The correlation between awareness of teachers

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and administrators on man-made disasters and preparation of the DRRM Program was a significantly moderate
positive correlation with a correlation value of r = 0.57 (sig.=0.00).

This positive correlation between the awareness of teachers and administrators on man-made disasters and
preparation for the DRRM Program signified that a higher awareness of man-made disasters implies a higher
preparation for the DRRM Program.

The null hypothesis (Ho2) which states that "there is no significant relationship between the level of awareness in
man-made disaster and level of preparation in DRRM Program" is rejected. Thus, there is a significant relationship
between awareness of man-made disasters and preparation in the DRRM Program.

Worth noting is the result of the study of Noble and McGrath (2014) that man-made disasters across countries over
time have led to greater awareness and better responses from individuals. The sense of vulnerability among people
increased by recognizing the importance of education in teaching local communities to prepare, mitigate, and respond
to any type of disaster.

Preparation and Implementation of the DRRM Program

Table 7 presents the relationship between the level of preparation and implementation of the DRRM Program of the
administrators and teachers. Results of the correlation test showed that there was a significant moderate positive
correlation between the preparation and implementation of the DRRM Program with an r-value of 0.66 (sig.=0.00).
This positive correlation means that when the preparation of teachers and administrators in the DRRM Program was
high, there was a corresponding high level of implementation of the DRRM Program. Consequently, when the level
of preparation was low, one could expect that there would also be low implementation of the DRRM Program.

Hence, the null hypothesis (Ho3) which states that "there is no significant relationship between the preparation and
implementation of the DRRM Program" is rejected. Thus, there is a significant relationship between the preparation
and implementation of the DRRM program.

Shaw et al. (2011) provided empirical evidence that careful planning and preparation of structural interventions in
schools helped positively in the implementation of various programs that mitigate the adverse impacts of disasters.
Shaw et al. (2011) acknowledged that education plays an indispensable role in reducing disasters and maintaining
security to achieve sustainable development. Learners who were taught about disasters and how to react based on
the specific hazard were able to respond promptly and appropriately.

Conclusion
Based on the results of the study, the researcher concluded that the teachers and administrators have a high awareness
of natural disasters such as floods, earthquakes, storm surges, tsunamis, and landslides. The teachers and
administrators are conscious of the different natural disasters that may occur in the school environment and have
high knowledge about the different mechanisms for each disaster. Further, there is high awareness among teachers
and administrators of man-made disasters such as fires, armed conflicts, terrorism, accidents, and oil spills. Their
knowledge is evident and can integrate this knowledge into the preparation and implementation of disaster
management in school. The teachers and administrators are well prepared for the activities of the DRRM Program.
Thus, they have performed the necessary mechanisms related to the preparation of the program. Similarly, the DRRM
Program is well implemented. Moreover, the study concluded that there is a significant low positive correlation
between the level of awareness of natural disasters and preparation in the DRRM Program. Meanwhile, there is a
moderate positive correlation between awareness of man-made disasters and preparation in the DRRM Program.
And, there is a significant moderate positive correlation between the preparation and implementation of the DRRM
Program. Therefore, the school should religiously prepare all the activities in the pillars of safe learning facilities,
school disaster management, and risk reduction and resilience education to ensure a higher level of implementation
of the DRRM Program.

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Affiliations and Corresponding Information

Hector L. Lavilles Jr. PhD Ed.
Glan Institute of Technology – Philippines
Alma A. Hordista, PhD
Notre Dame of Dadiangas University– Philippines

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