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DISASTER PREPAREDNESS OF NATIONAL HIGH SCHOOLS: AN ASSESSMENT

PANEL OF EVALUATORS Approved by the Committee on Oral Examination with
a grade of PASSED

Thesis · May 2019

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 i

DISASTER PREPAREDNESS OF NATIONAL HIGH SCHOOLS:

AN ASSESSMENT

A Thesis
Presented to
The Graduate School Faculty
University of the Visayas
Cebu City

In Fulfilment
of the Requirements for the Degree of
MASTER OF ARTS IN EDUCATION
Major in SCIENCE AND TECHNOLOGY

MARILOU J. TAN
May 2019
 ii

APPROVAL SHEET

This thesis with the title “DISASTER PREPAREDNESS OF NATIONAL HIGH

SCHOOLS: AN ASSESSMENT”, prepared and submitted by MARILOU J. TAN in
fulfilment of the requirements for the degree MASTER OF ARTS IN EDUCATION
major in SCIENCE AND TECHNOLOGY has been examined, accepted and approved.

EMMA A. YAUN, MSPh, Ed.D

Dean, College of Pharmacy
University of the Visayas
Adviser

THE THESIS COMMITTEE

NERISSA S. LOPEZ, Ed.D

Professor, Graduate School of Education
University of the Visayas-Main
Chairman

ROSALIE L. OHAYAS, Ed.D MARIVIC V. MANUBAG, Ed.D

MT-1, SHS Assist. Principal for Academics Professor, Graduate School of Education
Deped, Cebu City Division University of the Visayas
Member Member

Accepted and approved for oral examination.

NERISSA S. LOPEZ, Ed.D

Dean, Graduate School of Education
 iii

PANEL OF EVALUATORS

Approved by the Committee on Oral Examination with a grade of PASSED

NERISSA S. LOPEZ, Ed.D

Professor, Graduate School of Education
University of the Visayas-Main
Chairman

ROSALIE L. OHAYAS, Ed.D MARIVIC V. MANUBAG, Ed.D

MT-1, SHS Assist. Principal for Academics Professor, Graduate School of Education
Deped, Cebu City Division University of the Visayas
Member Member

Accepted and approved in fulfillment of the requirements for the degree of MASTER

OF ARTS IN EDUCATION MAJOR IN SCIENCE AND TECHNOLOGY.

Comprehensive Examination : Passed

Oral Examination : March 2, 2019
Book Submission : May 2, 2019

NERISSA S. LOPEZ, Ed.D

Dean, Graduate School of Education
 iv

ACKNOWLEDGMENT

This paper is not possible and successful without the encouragement, support and

guidance to all the people behind:

To my dearest adviser, Dr. Emma A. Yaun, thank you for the time and effort to

furnish my study. Those sleepless nights are not lonely for I know I am not alone and you

are just there on the line waiting for my output to be submitted. It makes me appreciate the

beauty of technology as I do not already spend a lot of money just for the corrections and

checking of my paper before the oral defense because you give me this special option to

be checked via internet. Your constant mentoring and coaching makes me to push forward

with great confidence because I know that my adviser is always there ready to help me. I

am privileged in choosing you as my adviser and you are already part of my journey in life

that I will never forget;

To the chairman of the panel, Dr. Nerissa S. Lopez, the Dean of the Graduate

School of Education, who selflessly imparts her suggestions, ideas and corrections for the

refinement of this study. Thank you for making my research more relevant and useful in

the future. Thank you also for the guidance when I decided to pursue my thesis, and the

time when you allowed me to re-enroll this subject. Thank you also for being so

approachable and kind for student like me who came from very far place;

To the members of the panel, Dr. Marivic V. Manubag, for entertaining me during

the time when I needed documents for my thesis and for guiding me on where to go to

process my papers. Thank you for being so considerate specially when I fall short on
 v

deadlines and you just let me process later. Thank you also for being my instant panel

during my oral defense and being so friendly;

To Dr. Rosalie L. Ohayas, being one of the panel of evaluators, I would like to

thank you for being part of the history of my life in Cebu City. Thank you for sharing your

ideas to further refine my study and also for the suggestions you offer. Thank you also for

responding immediately after you are informed of the schedule of the oral defense;

To my statistician Alvin Mercado, thank you for analyzing and interpreting my data

and checking my whole study for plagiarism;

To Dr. Nathaniel G. Gido, thank you for patiently reading all the texts and for

checking the words and grammar in this paper;

To the teachers as my respondents, who selflessly share their time, effort and

knowledge to answer the questionnaires given to them;

To the Superintendent of Kidapawan City Division, Dr. Rommel G. Flores for

allowing me to conduct my study in his area of responsibility;

To my husband, Leoncio P. Tan and my son, Cedric Daniel J. Tan, thank you for

your full understanding, moral support, and love. It cannot have been this happy if you are

not around with me. The struggles I have surpassed and the success I have gained are all

completed for us. You are my true treasures.

To my student, Trixie Joy S. Eman for untiringly supported me specially during the

conduct of my study. Thank you for being my buddy, bodyguard, and sometimes

messenger;

To my Principal, Melina B. Lopez and SHS Assistant Principal Larry N. Lanuza,

thank you for allowing me to leave the workplace specially during the conduct of this study;
 vi

To my friends, co-workers and relatives, thank you for cheering me up for this

fueled me to further take my steps forward leading to finish my study;

Above all, to Almighty God, who is the source of my daily strength and protection,

my unseen companion and bodyguard wherever I go, and my great provider and source of

my wisdom. Thank you Lord for your endless love, sustaining grace and constant guidance.

Everything is offered for your glory Lord.

The researcher
 vii

DISASTER PREPAREDNESS OF NATIONAL HIGH SCHOOLS: AN ASSESSMENT

MARILOU J. TAN
chaymalou@yahoo.com
Graduate School of Education, University of the Visayas

ABTRACT. 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. The purpose of this study is to assess the disaster preparedness of the schools
in terms of profile of the school, level of awareness, extent of implementation and degree
of satisfaction on the implementation of the disaster programs. This study uses the
evaluative research design using a survey questionnaire to determine the interventions
given after the findings have been established. Based on the findings of the study, the safety
facilities in schools are not sufficient and complete. Most of the schools do not have fire
hydrant and fire hose, as well as smoke alarms and emergency vehicle. The earthquake
drill is the leading executed disaster program while fire drill is the least performed disaster
preparedness program by the school and by the local government. 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. 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.

Keywords: disaster preparedness, level of awareness, extent of implementation, degree of

satisfaction, profile
 viii

TABLE OF CONTENTS

TITLE PAGE i
APPROVAL SHEET ii
PANEL OF EVALUATORS iii
ACKNOWLEDGMENT iv
ABSTRACT vii
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xi
LIST OF APPENDICES xii

Chapter

I. THE PROBLEM
Introduction 1
Conceptual Framework 4
Statement of the Purpose 8
Significance of the Study 8
Definition of Terms 10

II. REVIEW OF RELATED LITERATURE AND STUDIES

Republic Acts 13
Preparedness and Communities 14
Community Involvement 15
School Earthquake Safety Initiative 16
Seismic Safety of School Buildings 17
Disaster Education and Awareness 17
Function of Schools in Making the Environment
Earthquake-Safe 18
Typhoon 18
 ix

Earthquake and Schools 19

Fire 21
Safety Education and Training Program 22
Summary 25

III. RESEARCH METHODOLOGY

Design 27
Environment 27
Respondents 28
Instrument 28
Data Gathering Procedure 30
Data Analysis 30
Ethical Consideration 31

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Action Plan 49

V. SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION

Summary of Findings 53
Conclusion 55
Recommendation 56

REFERENCES 58
APPENDICES 62
CURRICULUM VITAE 75
 x

LIST OF TABLES

Tables Title Page

1 Responses on the Availability of Safe Facilities in 37

Kidapawan City National High Schools

2 Summary on the Responses of Schools with Inadequate 43

Safe Facilities

3 Level of Awareness in terms of Existing Preparedness 44

Programs Implemented by School/LGU

4 Extent of Implementation of the Disaster Preparedness 46

Program

5 Degree of Satisfaction of the School on the Implementation 47

of the Preparedness Program
 xi

LIST OF FIGURE

Figure Title Page

1 Conceptual Framework on Disaster Preparedness 6

 xii

LIST OF APPENDICES

Appendix Title Pages

A Informed Consent to the School Superintendent 63
B Informed Consent to the Principal 64
C Informed Consent to the Respondents 65
D Certificate of Confidentiality 66
E Survey Questionnaire 67
F Spot Map 70
G Summary of Responses of School Safety Facilities 71
H Certificate of Notice to Proceed 72
I Certificate of Plagiarism Test 73
J Certificate of Censorship 74
 1

Chapter I

THE PROBLEM

Introduction

It is known that Asia and the Pacific is subject to all major types of natural hazards

that pauses threats to human and the economics. For the developing countries, these

disasters are one on 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.

According to the study of Pandey and Okazaki (2005) that the growth of population

and its economic is slower than the economic losses and the number of people affected by

the disasters all throughout the world. For the past years, our country is hit by earthquakes

and typhoons that have killed many of our countrymen, destroyed the buildings and houses,

and wiped-out all the livelihoods of the people.

Based on the report of the Inquirer.Net (2013), the country suffers the ten deadliest

natural disasters of which includes (1) the tsunami in Moro Gulf in Mindanao last August

16, 1976 killing almost 8,000 people, (2) the tropical storm Thelma locally known as

“Uring” last November 15, 1991 that causes flash floods and kill more than 5,100 people

in Ormoc, Leyte, (3) the typhoon Bopha locally known as typhoon “Pablo” last December

3, 2012 that kills many individuals and destructs many properties in Mindanao, (4) the

earthquake on July 16, 1990 that have killed almost 1621 people due to its high magnitude
 2

of 7.8 that happened in Baguio City, (5) the Typhoon Ike locally known as typhoon

“Nitang” happen last August 31, 1984 killing almost 1363 people in the central islands of

Mindanao, (6) the eruption of Taal volcano on January 30, 1911 that kills 1,300 villagers

living nearby, (7) the eruption of Mayon volcano last February 1, 1814 that have buried

1,200 individuals in the nearby towns of Cagsawa, (8) the mountainside in Guinsaugon

collapsed last February 17, 2006 killing 1,126 individuals mostly are buried in the area, (9)

the Typhoon Washi locally known as “Sendong” last December 16, 2011 in the northern

part of Mindanao that kills 1,080 individuals, (10) the Typhoon Trix last October 16, 1952

in Bicol region killing 995 individuals due to flash floods and landslide.

Based on the listed deadliest natural disaster that struck in the country, Mindanao

reap the greatest number of fatalities as evident of being number one on the history on

August 16,1976 because of tsunami and earthquake. On October 15, 2013, Visayas was

struck by a 7.2 magnitude earthquake and known as the deadliest earthquake for the past

23 years in the Philippines (Inquirer.Net 2013). Just 3 weeks after the quake, the Typhoon

Haiyan “Yolanda” made its catastrophic destruction again on November 7, 2013 in the

Visayas killing almost 6300 people ( Sun Star, 2013).

Based on the observation of the researcher when she is still working in a private

company at Health and Safety Department at Cotabato Sugar Central Company, some

schools or its personnel are not particular in the safety practices and they lack safety

facilities such as fire extinguishers, fire hydrants, fire exits, fire hose, evacuation area,

alarming device. People know what is the word safety but the extent of the implementation

is 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
 3

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 prune 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. 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 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. However, despite the Deped mandates of this quarterly conduct of earthquake

and fire drill, there is no established data yet that can tell that schools of Kidapawan City

are really prepared in times of disasters.

Mindanao particularly Kidapawan City is a place far from the sea but is in the foot

of the tallest mountain in the Philippines, the Mt. Apo. This place frequently experiences

minimal earthquakes both in volcanic and tectonic nature. This maybe due that our country

belongs to the pacific ring of fire and faults. Blessed from any other places, Kidapawan

City is in the foot of the tallest mountain, the Mt. Apo, which always serves as its shield

against storms from the east. It can be recalled that Typhon Pablo hit Compostela Valley

and dropped down the economic condition of the place but at that time, it only showered
 4

raindrops to Kidapawan City and did not make much strong winds and heavy rains.

However, despite the good location of the place, still utmost preparation should be

exercised because nowadays, climate change has already brought many catastrophes that

human lives get at risk. Safety should always be the first thing to consider in any places

especially schools that provide knowledge and skills to students on the safety practices.

School refers to an educational institution where students gain their knowledge and skills

and refers to the National High School who are the respondents of the study. This study

tries to assess the school’s disaster preparedness to natural calamities that unpredictably

occur anytime and the level of awareness towards the implementation of the programs. The

result also serves as the basis for the management of National High Schools in Kidapawan

City to upgrade or provide the necessary equipment and tools that can be used in times of

emergencies and to give training for the personnel on disaster preparedness.

Conceptual Framework

According to Republic Act No. 10121 Section 3 that the "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(see Figure 1). 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.

Preparedness actions 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 action can be best achieved through proper

channeling of communication and coordination with proper authorities for public

 5

information. Further, there should be supplies and equipment for emergencies, plans for

contingencies as the needs arise. The preparedness action can be most effective through

actual engagement using drills to determine the capacity to respond and to provide more

trainings for improvement. 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.
 6

Disaster Preparedness of the School

R.A. 10121

Level of Awareness Extent of Degree of Satisfaction

Implementation

Proposed Action Plan

Figure 1. Conceptual Framework on Disaster Preparedness

 7

The safety facilities include fire extinguisher, fire hydrant, fire hose, alarming

system, evacuation site, floor plan, building exits, and medicine kit, emergency vehicle,

emergency communication system, smoke alarms, and other safety related facilities. These

facilities are necessary for the safety of the people during a calamity. The preparedness

plans include trainings on earthquake drill, fire drill, first aid training and communication

system. It is also important to educate the school on the land use codes which means that

they should be aware of the location of their school and the present status or condition

around it. Sometimes the school is near in the active volcanoes or have faults crossing in

the school area or both.

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 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.

 8

Statement of the Purpose

The main purpose of this study is to assess the disaster preparedness of National

High Schools of Kidapawan City School Year 2018-2019 as basis for an action plan.

Specifically, the study answers the following questions:

1. What is the profile of the schools in terms of:

1.1 Existing safety facilities;

1.2 Disaster preparedness plan; and

1.3 Building structure?

2. What level of awareness do the National High Schools have in terms of its existing

preparedness programs implemented by:

2.1 Government; and

2.2 School?

3. To what extent is the implementation of the disaster preparedness program?

4. What is the degree of satisfaction of the respondents on the implementation of the

program?

5. What action plan can be undertaken based on the findings of the study?

Significance of the Study

The study aims to determine the readiness of Kidapawan City schools in times of

calamities like fire, earthquake and typhoon. It addresses the need of school personnel and

management to be trained how to respond different calamity situations in order to educate

the students and to provide safety gadgets to be used in times of disasters and provide safety
 9

plans for immediate action during emergencies. The findings of the study are beneficial to

the following:

The main beneficiary of this study are the students because they are the main client

of the school and have they stayed in the place almost 8 hours a day for five days thus, the

school provides them with what is lacking in their school in terms of safety facilities to be

used in time of emergencies called by calamities and necessary trainings for appropriate

response to an emergency situation;

The parents have 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);

The school personnel 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;

The school management can benefit 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.

The 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
 10

further improvement on its safety programs. Also the community learns to value the

importance of preparation to safety because calamities may occur anytime.

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. Also it guides the researcher to make an action plan

to be undertaken to address the needs of the school for safety.

The future researcher can benefit this study through using the data provided

herein. The result of the assessment provides significant information as to the status of the

disaster preparedness of schools in Kidapawan City and it can be used to compare to other

schools in elementary or in the province of North Cotabato.

Definition of Terms

The following are the key terms used by the researcher in the study. Its operational

used is being defined as to how the researcher used them in the presentation of facts and

information.

Degree of satisfaction refers to the individuals 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 is the grave disturbance of the normal functions of the community

including its environment that entails economic loss, property damage or even death that

results to inability to recover using their own resources.

 11

Disaster Preparedness is 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.

Emergency is the unforeseen or sudden occurrence of events that requires

immediate and appropriate actions.

Level of awareness 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.

Extent of implementation 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.

Proposed action plan refers to the plans to be undertaken after the findings of the

result of the study has been established.

Preparedness 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.

Response is to provide 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
 12

basic needs for the affected people or to restore the public facilities back to its normal

operation.

Risk is a probable event that could result to negative impact brought by any

disasters.

Safety Facilities 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 refers to an educational institution where students gain their knowledge and

skills. This refers to the national high schools who are the respondents of the study.
 13

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the information taken from internet source, books and

magazines to be used as a baseline or reference of the researcher in the discussion of the

result of this study. The information provided herein is related to the variables to be

measured hence, it will also provide support for the results being gathered.

Republic Acts

According to R.A. 9729 known as the Philippine Climate Change Act of 2009, the

Philippines is vulnerable to several disasters occurring naturally which is brought by the

changing landscapes, rising of the ocean, severe droughts that results to the occurrence of

wildfires and heavy floods due to typhoon or heavy rain. Recognizing this condition, the

state promotes the disaster risk reduction by enjoining the local and national government,

and the local communities to participate in the prevention and reduction of the climate

change impact brought by many disasters.

In order to achieve an efficient preparation for disasters, there should be stockpiling

of supplies and equipment that could be used during emergencies, linkage for

communication with proper authorities for possible alerts or early warnings or evacuations.

There should also be lay-out plans for contingencies, periodic drills and trainings to

determine the capacity level towards preparedness (R.A. 10121).

The Section 14 of the R.A. 10121 states that 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), technical and vocational, nonformal and
 14

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).

The 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 (R.A. 10121).

Preparedness and Communities

According to R.A. 10121, the LGUs and communities’ capacity to reduce and

manage disaster risk is strengthened through shared responsibilities, 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 can be lessened with proper

preparation, appropriate response and continuous recovery.

The damages caused by disasters can be minimized through the combined

assistance and efforts of the local and national government as well as the international

communities and donor agencies. Despite of this, there are times that the program on

disaster management 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
 15

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).

According to the Deped 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

hazard, identifies the safe areas within the school premises and provides evacuation plan

and map.

Community Involvement

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”. 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
 16

remains an issue since it gradually diminishes as the year pass by. The major factor for the

failure of the program to be sustainable is the lack of capacity and active participation of

the local communities to continue the implementation of the program (Pandey and

Okazaki, 2005).

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. The community awareness to earthquake and natural

hazards leads them to disseminate knowledge to explain the seismic risk.

School Earthquake Safety Initiative

As stated by Pandey and Okazaki (2005), the project “Reducing Vulnerability of

School Children to Earthquakes” which was jointly promoted by UN Department of

Economic and Social Affairs (UNDESA) and United Nations Center for Regional

Development (UNCRD) in Asia-Pacific region to ensure the safety of the children in

school. The safety of the schools against earthquakes and the building of disaster- resilient

communities through education, self-help and cooperation is the main goal of the project.

In order for the school to be safe, apply proper construction of school buildings and follow

the standards to become calamity resilient, proper education of children on disasters,

participation of the local communities including the local government and other resource

agencies. These activities are demonstrated and disseminated in the entire Fiji Islands,

Indonesia, India, and Uzbekistan.

 17

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).

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). These

buildings are currently constructed all over the country’s school premises.

Disaster Education and Awareness

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 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

UNCRD, 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
 18

knowledge on how to prevent and mitigate earthquake disasters (Pandey and Okazaki,

2005).

Function of Schools in Making the Environment Earthquake-Safe

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. 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. The School

Earthquake Safety Initiative has focus on four countries in Asia like India, Indonesia, Nepal

and Uzbekistan. The objective of the initiative is to develop disaster-resilient communities

through self-help, cooperation and education. It also aims to promote disaster education

among the children, teachers, and parents. A safer school can save valuable lives of the

children, can be used as temporary shelters after the earthquake, and can promote the

culture of prevention and mitigation through community activities.

The Department of Education believes that earthquake strikes anytime without

warning or visible signs. School buildings collapse causing death and injury to personnel

and students. The reason for the collapse may either be errors in design and construction,

non-application of appropriate technology or non-compliance to the building standards

(Deped Education Facilities Manual,2007).

Typhoon

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 thunderstorms leading to strong winds and wide rain showers. On the other hand,

“Tropical” refers the origin of air masses that later will form a storm. The ”Cyclone” further
 19

is the cyclonic nature of the storm that rotates in counterclockwise direction in the Northern

Hemisphere and clockwise direction going to Southern Hemisphere. The tropical cyclone,

depending on the location is formed and the strength it exhibits are named as tropical storm,

cyclonic storm, hurricane, tropical depression, typhoon, or simply cyclone. In the

Philippines, this tropical cyclone is being named locally as “bagyo”. The Philippine

Atmospheric Geophysical & Astronomical Services Administration (PAGASA) in the

Philippines is the agency that monitors the weather conditions daily and provides early

warnings for possible occurrence of typhoon that hits the country. This agency is also

responsible for naming all the tropical cyclones that strikes in the Philippines. As stated by

Tayo, et al (2004), storms are more frequent worldwide because of the climate change

brought by the global warming.

Earthquake and Schools

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.

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. 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
 20

community involvement worldwide. School not only provides education to the children,

but a strong 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. 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 (Shaw et.al 2004).

North Cotabato also have felt several earthquakes that shake several nearby

municipalities including Kidapawan City. One of the towns shaken is Makilala which

happened last September 20, 2014 that damages several houses including the chapel in the

area. According to report of Unson(2014) on Philippine Star that there are 74 houses and

one chapel who are damaged by the intensity 4 earthquake that hit the place. The

earthquake is tectonic in origin according to the assistant chief of the Philippine Institute

of Volcanology and Seismology in Central Mindanao Engineer Milo Tabique. There are

reported prior shakings before the damaging earthquake hit Makilala particularly in

Barangay Luayon. The epicenter is found at 15 kilometers southeast of Makilala town.

 21

Another earthquake is also felt still in North Cotabato at another municipality,

Carmen on March 23, 2014. According to the report of Andrade(2014) in the Inquirer News

that 4.5 magnitude shake that place and that its epicenter is six kilometers northwest of

Carmen town in North Cotabato. The earthquake is also felt in Midsayap, Pikit, Kabacan

and Kidapawan at intensity 1. According to Angelo Lanuza, Phivolcs Supervising Science

Research Specialist says that there is an unnamed fault in the area that causes that ground

movement. According to NDRRMC(2013) that there is also a strong earthquake that shakes

Carmen with a magnitude of 5.7 on June 1, 2013. It is tectonic in origin and is also felt in

Kidapawan City with an intensity of 3. The NDRRMC is directing the chairpersons of

RDRRMC, PDRRMC and other concerned authorities to undertake precautionary

measures and appropriate actions to the said phenomena. They want to emphasize the

evacuation rather than rescue thus the public is informed through radio stations and press

briefing to disseminate the information on evacuation. In the report of the Humanitarian

Bulletin(2013) from the National Disaster Risk reduction and Management Council that

there are 484 families affected and 360 infrastructures damaged including the 52 school

buildings in the area.

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.

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, according to Rizos (2013)

that the number of exit and escape routes in the building depends on the number of
 22

occupants living in it. 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.

On the Deped Education Facilities Manual (2007) as cited from Section 601-604 of

the National Building Code of the Philippines (2005) that construction of school buildings

follows the standard materials in order to become fire resistant. 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. 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. There is also regular inspection of school buildings including its

electrical connections, availability of fire extinguishers and formation of school-based fire

brigade.

Safety Education and Training Program

According to Shaw and Kobayashi (2001), there is a dramatic change in the socio-

economic structure of developing countries in the next decade as many of the agrarian

economies transforms into industrial based urban societies. Rapid urbanization is due to
 23

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 design that

drastically increase population’s vulnerability from earthquake disaster.

According to the study of Guevarra, et.al.(2007) 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. Fifty-one

percent (51%) are not used as centers of evacuation during the occurrence of disasters as

per record for the last five years. The 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.
 24

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

school districts which is conducted through 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).

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.

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.

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

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.

The respondents confirm that even the awareness of hazards and the preparedness of
 25

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. Anticipation, education, and

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.

Summary:

Disasters cannot be predicted and it occurs anytime like earthquake, fire, and flash

floods. School and other concerned government agencies are responsible in ensuring the

safety of the students. Disaster preparedness is very important and it is constantly practiced

to sustain the programs. It is taught in school and included in the curriculum so that utmost

preparation is achieved. The disaster preparedness includes the sustainable preparedness

plan, field trainings, stockpiling of supplies and safety facilities and evacuation area.
 26

Studies found out some lacking in the disaster preparedness of the schools like lack of

preparedness plans while others lack more trainings and safety facilities.

This study is made by the researcher for the purpose of assessing the National High

Schools in Kidapawan City in terms of its disaster preparedness. This idea came out when

the researcher observed that most of the time, safety is taken for granted even personal

safety. The researcher looks into the well-beings of the main client of the school, the

student, as well as its manpower to safeguard their lives in times of calamities brought by

climate change. There is no study yet related to this topic that is conducted in these schools.

This topic is unique in the sense that Kidapawan City is a blessed City in the foot of the

tallest mountain in the Philippines, the Mt. Apo. Blessed because it has never experienced

the deadly disaster records in the Philippines, though it has also experienced earthquakes,

rainshowers due to typhoon and fire too. The researcher believes that any danger 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.

 27

Chapter III

METHODOLOGY

This chapter presents the different methods that is used by the researcher such as

the research methods being employed, the environment of the study, the description of the

participants, the instruments used, the data gathering procedure, and the data analysis for

the treatment of the data gathered.

Design

This study employs descriptive evaluative design using descriptive survey method,

wherein the facilities of the school and its preparedness programs is assessed. This method

is used to describe the present situation or characteristics of study. A survey method is used

through distribution of questionnaires in order to collect the data. In this method, the

participants answer the given questions that is administered through survey questionnaires.

The researcher then gathers the survey questions and summarizes the data for evaluation

of findings. A likert scale is used as a tool to determine the implementation and readiness

of risk management plan.

Environment

This study is conducted to all National High Schools in the area of Kidapawan City

in the province of North Cotabato. The schools are situated in different barangays in the

area of Kidapawan City with different topographic locations because some of the schools

are situated in the mountainous area while others are situated along the national highways

of the different barangay. Some of the schools have a big population and high-rise buildings
 28

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.

Respondents

The respondents of the study are all the 19 National High Schools in Kidapawan

City. This includes the 19 principal or school head of the different schools identified, 19

disaster risk reduction officer of the school, 3 randomly selected teachers per school for a

total of 95 respondents coming from school, and 57 randomly selected local officials of

government unit. There are five respondents per school and 3 local officials where the

school is located. 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 have

answered the questions related to the preparedness of the school to calamity disaster.

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) which is used by the researcher. This is the main instrument in

gathering the necessary information to answer the researcher’s problem.

The questionnaire is divided into four subproblems. The first part is the profile of

the school wherein the respondents check the availability of the safe 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 are 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
 29

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 are 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 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 are 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.

Data Gathering Procedure

A letter address to the Schools Division Superintendent was sent seeking

permission to conduct a study of the disaster preparedness of the National High Schools in

the area. Next, a letter was sent to the principal of the selected school to seek permission

to conduct a survey of disaster preparedness of their school site. Another letter was sent to

the Barangay Captains to seek their permission to conduct a survey in their barangay
 30

officials. Questionnaires were distributed to the principals/school heads and the barangay

officials. The teachers were randomly selected from the identified schools who were 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 schools in Kidapawan City

but they have the option to write their name to protect their identity. It was an evaluative

research method because the collected data were summarized and interpreted and presented

in percentage, frequency and weighted mean for the evaluation of the disaster preparedness

of the schools. Some of the variables like the level of awareness were 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 was

used to describe the findings of the study. They were instructed further on how to answer

the questionnaire which was explained by the researcher during the time of the conduct of

the study. The respondents were given ample time to answer and the questionnaires were

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

including their identity was kept confidential for their protection.

Data Analysis

In the analysis of data, the study uses the frequency distribution method, percentage

and weighted mean for the identification of school facilities. The data on safety facilities

is 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. The Likert scale on the level of awareness, extent of implementation and

degree of satisfaction are tabulated using weighted mean wherein the results determine the

level of awareness, extent of implementation and degree of satisfaction of the respondents

 31

towards the implemented safety programs. The propose measures are 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 subproblem is made by frequency and percentage of

each variables. The second, third and fourth subproblems are 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 is 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.

Ethical Consideration

The researcher aspires to conduct the study objectively and fairly by upholding

ethical considerations to achieve the maximum benefits and reduce the potential risk it

can bring to the respondents. The respondents are informed of the activities they do and

inform them on the benefits they can get from the study. They are also informed of their

right to freedom whether to participate or not in the data gathering.

A. Content, Comprehension and Documentation of Informed Consent

Participant Status. The respondents are informed of the importance of their responses

to each questions of the study. The data collected are used mainly for research purposes

as a requirement in the academic program.

 32

Study Goals. The main purpose of this study is to assess the disaster preparedness of

National High Schools in Kidapawan City. Specifically, it seeks to find the profile of

the school in terms of existing safety facilities, disaster preparedness plan, building

status; to identify the level of awareness of National High Schools to the existing

programs implemented by the government and school; to know the extent of

implementation of the disaster preparedness program; to know the degree of

satisfaction of the respondents on the implementation of the program; and to propose

measures that can be undertaken based on the findings of the study.

Type of Data. The survey results provide a descriptive data about the profile of the

school on its existing safety facilities, disaster preparedness plan, building structure and

age of the building. The level of awareness, extent of implementation and the degree

of satisfaction of the respondents for the programs implemented are established using

a quantitative information for the study.

Procedures. Respondents had accomplished 1 type of survey questionnaire which was

the survey questionnaire. This provided them the information needed in determining

the disaster preparedness of the school they are in. The study was collected by random

sampling of the faculty as respondents in every school.

Nature of Commitment. Participants are informed that this is a one-time survey only

thus it is not taking much of their time and effort. The duration of each questionnaire

is 5-10 minutes only depending on how fast they can provide the information needed.

Participant’s Selection. The respondents of the study are all the 19 National High

Schools in Kidapawan City. This includes the 19 principal or school head of the

different schools identified, 19 disaster risk reduction officer of the school, 3 randomly
 33

selected teachers per school, and 3 randomly selected local officials of government

unit. 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 disasters program of the LGU for the school. They have

answered the questions related to the preparedness of the school to calamity disaster.

Risk. Psychological risk may surface out from doing the study. The respondents may

feel uncomfortable giving the information about their school to the stranger.

Potential Risk. Fear of the respondents in disclosing the disaster preparedness status

of their school may hinder the researcher in collecting the actual data.

Benefits. This study considers the ethical conduct in research such as the beneficence,

respect and justice. The beneficiaries of this research are the students because they are

the primary client of the school and their safety must be prioritized, as well as the

parents, school personnel, community, and the future researchers as it helps them

picture out the safety status of the school they are engaged in.

The main beneficiary of this study are the students who have stayed and spent most

of their time in school for their learning almost 8 hours a day for five days thus, the

school provides them with the necessary safety facilities to be used in time of

emergencies called by calamities and necessary trainings for appropriate response to

an emergency situation.

The parents also benefit because their children are safe in the school where they

are studying and they know that their children have proper knowledge on how to

respond in times of emergency situation called by natural calamities.

 34

The school personnel can also benefit this research as they are the main manpower

of the operation of the school and they are spending their time more than the students

inside the campus. They deserve to know what is the status of safety of the school, thus

they can help in finding ways on how to make the school safety for the learners by

having trainings and field experience to be equipped and knowledgeable in responding

emergency situations.

The school benefits after the assessment of the disaster preparedness of their school.

The school is provided with the overall view of their safety status thus they can make

necessary actions to find ways on how to make their school safe by asking the local

government with the necessary assistance in terms of supplies in facilities or repairs of

buildings whichever is the most necessary to be used for emergency purposes of

calamities.

The community is aware that the schools where their children are studying ensure

the safety of the students through proper trainings to response to calamities and the

facilities needed is made available for them to use. Also, the community learns to value

the importance of safety because calamity may occur anytime.

The future researcher can benefit this research by using it as a baseline for further

study which is able to help the schools to be assessed for its disaster preparedness and

is able to inform the concerned agencies to provide what is lacking in the school

environment.

Potential Benefits. The school may have an eye opener to eventually improve the

current practices or policies regarding the safety facilities of the school as well as the

preparedness of its clientele and stakeholders.

 35

Confidentiality Pledge. Rest assured all the information provided are treated with

utmost degree of confidentiality based on the ethical standards of research.

//please see attached sheet

Confidentiality Procedures. Completed questionnaires are marked using study codes

and are securely kept in locked drawers where only the researcher has access to. Other

information collected such as pictures is secured in the locked drawers accessible by

the researcher only. All calculations made electronically are secured with password

and the hard copies of the collection instrument are disposed by shredding.

Authorization to Access Private Information. Individual information is never made

available to anyone.

Voluntary Consent. The participation of the respondents is purely voluntary. They

may or may not provide answers to questions in the study.

Right to Withdraw and Withhold Information. In the case wherein the respondents

feel uncomfortable, he/she may withdraw anytime without any obligation to the study.

The respondents may or may not also provide information for the study.

Contact Information. This study has been reviewed by the Research Ethical Board

of the University of the Visayas for its adherence to ethical guidelines and it has been

approved by the UV-IRB Ethics Review Panel. If the respondents want to complain or

know any information about the study, they may contact the UV-IRB Ethics Review

Panel at University of the Visayas-Institutional Review Board, 2nd Floor.

Administration Building, Colon Street, Cebu City 416-8607 or email at

uvirb2015@gmail.com.
 36

Researcher. Marilou J. Tan, President Roxas National High School, Aguinaldo St.,

Poblacion, President Roxas, Cotabato 9405. Cell no. 09469759793

B. Debriefing, Communications and Referrals

After a transmittal letter is approved by the superintendent, the researcher visits the

principals of the schools to set an appointment to conduct the study.

The researcher provides a debriefing to the respondents about the study, how

important their responses can be and have read to them the confidentiality pledge.

The respondent’s identity is not necessary in this study.

After the study is done, the respondents’ institution through its research office is

furnished with copy as result of the study.

C. Conflict of Interest

The researcher is currently a faculty of Deped Cotabato Division and no

respondents came from this division, thus no potential biases are perceived. This

study on the disaster preparedness of the schools in Kidapawan City is presented to

research conferences only by the author/researcher who has the authority to submit

for publication. The research adviser may be added as a co-author whenever

needed. In case of utilization of this study, appropriate citation is deemed necessary

when the work is already published or otherwise seek permission from the author.
 37

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data and its result along with the tables and its

corresponding analysis and discussions on the disaster preparedness of national high

schools in Kidapawan City.

Table 1. Responses on the Availability of Safe Facilities in Kidapawan

Frequency Percentage
2.1 Safety Facilities floor plan showing the evac. Area 89 94
evacuation site 88 93
medicine kit 87 92
building exits 84 88
fire extinguisher 70 74
alarming system 69 73
emergency communication system 69 73
emergency vehicle 7 7
smoke alarms 6 6
fire hydrant 1 1
fire hose 1 1
2.2 Disaster earthquake drill 91 96
Preparedness Plan first aid training 85 89
safety seminar 74 78
fire drill 64 67
2.3 Building Structure Concrete 85 89
semi-concrete 7 7
Wood 1 1
single storey 44 46
Progressive 44 46
Note: N = 95

The table 1 above presents the responses of the respondents on the profile of the

school in terms of availability (not numerical counting) of safety facilities like fire hydrant,

fire hose, smoke alarms, emergency vehicle, alarming system, emergency communication

system, fire extinguisher, building exits, medicine kit, evacuation site and floor plan

showing the evacuation area. The table also presents the disaster preparedness plan like
 38

fire drill, safety seminar, first aid training and earthquake drill. The building structure as

shown in the table are classified as to wood, semi-concrete and concrete. This table further

describes the knowledge of the teachers towards the different safety facilities found in their

school.

As shown in table 1 for safety facilities, there are 95 respondents that is composed

of school principal, disaster risk reduction management coordinator and teachers. It reveals

that only one (1 %) respondent say they have fire hydrant and fire hose in which the data

is taken from two different schools. This pause an alarming issue to these districts since it

can hamper the rescue operation of the fire department.

The fire hydrant system is very important and needed by fire department crews to

respond in fire emergency situations to help them suppress huge fire. Thus, they have a

direct access to this equipment so that they can immediately attach fire hose and blast big

amount of water to the flaming areas. In the absence of fire hydrant system, this can delay

the operation in handling fire troubles. The fire hose is used as an accessory for fire hydrant

system. This connects from hydrant system for easy access of water in case of firefighting.

There is an implication of risk in the schools if fire strikes because of the insufficiency of

these safety facilities. The school heads shall consider priority by negotiating with the local

government unit to install the lacking fire hydrant system in the locality.

There are only six (6%) respondents who say they have smoke alarms and seven

(7%) respondents who say they have emergency vehicle. These responses indicate that

safety facilities are insufficient in most of the schools in different districts in Kidapawan.

Many schools do not have smoke alarms to warn them of the danger of fire that may occur

anytime. This also means that the schools in Kidapawan City do not have own enough
 39

emergency vehicle to be used in case of emergency for transport of patients to nearby

hospitals.

The presence of safety facilities that are available in most districts include floor

plan that is confirmed by eighty-nine (94%) respondents, evacuation site that is confirmed

by eighty-eight (93%) respondents, medicine kit that is confirmed by eighty seven (92%)

respondents, building exits that is confirmed by eighty four (88%) respondents, fire

extinguisher that is confirmed by seventy (74%) respondents, alarming system and

emergency vehicle that is confirmed by sixty nine (73%) respondents. There is an

implication that they have complied the requirements set by DepEd on risk management

plan since each district have incorporated the said plan in their programs of activities. As

shown, the inadequacy of some facilities as shown in the responses such as fire hydrant

system, fire hose, and emergency vehicle are not the sole responsibility of the school

however an initiative from the school must be conducted to keep the significant facilities.

Furthermore, as shown in the table, those with higher percentage of responses in the

availability of facilities includes the floor plan that is confirmed by eighty nine (94%)

respondent for its availability. This guides them on where to run in case of massive

evacuation.

In other hand, the higher percentage of responses on the availability of safety

facility does not always indicate for its maximum availability since there are still some

safety facilities that are not present in all classrooms like fire extinguishers which almost

all of the schools have but only in minimal number. The massive counts of the findings of

the facilities is reflective only per district. This means that the districts have this safety

facility but does not provide a proportionate ratio on the need for each school. This implies
 40

that schools in Kidapawan City is not prepared to combat huge fire that will accidentally

happened in schools and that they have to wait for the firetrucks from the LGU to suppress

huge fires.

The safety facilities such as fire extinguisher, medicine kit, alarming system,

evacuation site, floor plan showing the evacuation area, building exits, and emergency

communication system are evident in their school as it gained 73% to 94% positive

response from the respondents and most of it is the floor plan showing the evacuation area

with 94% response that guides them on where to run in case of massive evacuation.

However, there is observed safety facility that is not present in all classrooms like

fire extinguishers which almost all the schools have but only in minimal numbers. This

implies that fire extinguisher is just being shared in one school and if fire will occur,

personnel will have to run to the location of the fire extinguisher and then go back to the

place of the fire occurrence to suppress it. This is not ideal for fire will consume so fast

specially when there are combustible materials around the fire zone.

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.

Some school buildings in Kidapawan City division are high rise and therefore keeps the

safety by providing the necessary safety measures to ensure the safety of the people. On

exit routes, according to Rizos (2013) that the number of exits and escapes routes of the

building depends the number of residents living in it. Normally, there is at least two escape
 41

routes but with the exception that the distance to be travelled is short and the number of

occupants is 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,

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

combustible materials to maintain safety from ignition of fire.

On the disaster preparedness plan, it appears that earthquake drill is most observe

by the ninety one (96%) respondents and fire drill is the least observed by the respondents

with only sixty four (67%) respondents say they have the preparedness plan for this

disaster. This means that fire drill is not given much attention by the school and they

prepare much to earthquake drill which gathered the greatest number of responses from the

respondents. As cited in R.A 10121 that preparedness can be best achieve through proper

channeling of communication and coordination with proper authorities for public

information or signals for evacuation, stockpiling of supplies and equipment that can be

used during emergencies, plan for contingencies, and most specially the actual field

engagement of the people to determine the capacities needed for improvement.

According to the Deped Manual (2007) that School Management Program are

organized and the school in coordination with the Local Disaster Coordinating Council

formulates policies and procedures, assign a safety staff member to implement the policy.

There is also a conduct of 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
 42

guards through the LGU if possible. The school disaster preparedness plan also include

plan for specific hazard to identify the safe areas within the school premises and provide

evacuation plan and map.

According to Pandey and Okazaki (2005) that the 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 program is not

sustainable if highest participation of the community is not achieved and they have no

knowledge or capacity to continue the implementation of the program.

The building structure of Kidapawan City Division is not all concrete as it appears

in the survey that there are eighty five (89%) respondents who confirm it was built in

concrete, seven respondents (7%) confirm that they have a semi-concrete structure and

only one (1%) of the respondents who says they have building made out of wood. This

means that not all schools in Kidapawan City is resilient in times of calamities like fire. As

observed, many schools have a single storey type buildings specially those schools located

in the far-flung areas.

On the other hand, due to the K to 12 program of the Deped, many schools specially

those holding the senior high school programs are building progressive type buildings of 2

to 4 storey concrete building type and these buildings are equip with fire alarms and

building exits to be used in time of emergencies.

According to Llego (2016) that the Deped in coordination with the Department of

Public Works and Highways (DPWH) make a new school building design that is calamity-

resilient and is built with standard roofing, windows, doors, ceilings, lightings and fixtures.

These buildings are currently constructed all over the country’s school premises. The
 43

Department of Education further believes that earthquake strikes anytime without warning

or visible signs. Some school buildings collapse causing death and injury to personnel and

students and the reason for the collapse is due to errors in design and construction, non-

application of appropriate technology or non-compliance to the building standards (Deped

Education Facilities Manual,2007).

Table 2: Summary of Responses of Schools with Inadequate Safe Facilities

SCHOOLS
SAFE FACILITIES O P Q R S
fire hydrant 0 0 0 0 0
fire hose 0 0 0 0 0
fire extinguisher 100 80 0 20 40
medicine kit 80 100 100 20 40
alarming system 60 60 0 0 40
emergency vehicle 0 0 0 0 0
evacuation site 100 40 100 100 40
floor plan 100 60 100 100 40
building exits 40 60 100 100 40
emergency com. System 40 40 60 60 0
smoke alarms 0 20 0 0 40
Legend: 0% - means no response from five respondents per school; 20% - means one response out of five respondents
per school; 40% - means two responses out of five respondents per school; 60% - means three responses out of five
respondents per school; 80% - means four responses out of five respondents per school; 100% - means five responses
out of five respondents per school

The table 2 above shows the summary on responses on schools with inadequate

facilities in Kidapawan City. These schools do not have fire hydrant that gives large supply

of water in case of huge fire, no fire hose to be used to carry water to extinguish fire, and

no emergency vehicle to be used to transport patients to nearby hospital in case of injuries.

Safety facilities like fire extinguisher is very important as it is the most commonly used for

fire protection but one school in Kidapawan, school Q, was noted no fire extinguisher at

all. There are three schools who have no smoke alarms, two with no alarming system and
 44

one with no emergency vehicle. However, the responses of the respondents may mean that

these facilities referring to is really absent in their school premises or it may mean that they

are not aware it is present or they do not know what it is. This implies that these five schools

with the least number of safety facilities based to the counts of responses from the

respondents as to the availability of safety facilities in their schools are not prepared during

disasters and these schools are the most vulnerable in times of calamities.

Table 3. Level of Awareness in terms of existing preparedness programs implemented

by School/LGU
SCHOOLS LGU
Weighted Descriptive Weighted Descriptive
Mean Interpretation Mean Interpretation
Conducting fire drill. 4.04 Moderately 4.33 Very Much
Aware Aware
Conducting earthquake drill. 4.79 Very Much 4.47 Very Much
Aware Aware
Conducting safety seminar. 4.17 Moderately 4.57 Very Much
Aware Aware
Conducting first aid training. 4.37 Very Much 4.51 Very Much
Aware Aware
Conducting orientation on 4.29 Very Much 4.45 Very Much
safety. Aware Aware
AVERAGE 4.33 Very Much 4.47 Very Much
Aware Aware
Legend: 4.21-5.00 - Very Much Aware; 3.41-4.20 - Moderately Aware; 2.61-3.40 - Aware; 1.81-2.60 - Unaware;
1.00-1.80 - Very Much Unaware;

The table 3 above shows the level of awareness of the respondents in terms of the

existing preparedness programs like conducting fire drill, earthquake drill, safety seminar,

first aid training and orientation on safety. The schools in Kidapawan City are moderately

aware on fire drill and safety seminar with mean of 4.04 and 4.17 respectively but they are

very much aware in the conduct of orientation on safety, first aid training and earthquake

drill with mean of 4.29, 4.37. and 4.79 respectively. This implies that the intensity of their
 45

preparation is not equal in every possible disaster that may occur because the schools are

very much aware of the earthquake drill and only moderately aware on fire drill.

However, on the average level of awareness of the schools in terms of the existing

preparedness program, it appears that the schools in Kidapawan City have a very high level

of awareness on the disaster preparedness programs with an average weighted mean of

4.33. This is further paralleled by the level of awareness of the local government officials

along the school location which shows an average weighted mean of 4.47 with a verbal

description of very much aware. This implies that both the school and the local government

officials are coordinating each other to safeguard the lives of the main clients of the school

which are the students, the teachers and school staffs.

According to UNCRD, 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 disaster training and capacity building for earthquake disaster

preparation to ensure that the children are safe in school against subsequent earthquakes.

It can be done through demonstration on how the school is being used as a venue for

gaining knowledge on earthquake disaster prevention and mitigation (Pandey and Okazaki,

2005). They further say that schools have great functions in the community, and are

important elements of the values and culture of the society. 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. 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. The community’s

 46

awareness to earthquake and natural hazards lead them to disseminate knowledge to

explain the seismic risk.

Table 4. Extent of Implementation of the Disaster Preparedness Program.

Weighted
Descriptive Interpretation
Mean
A. Term of orientation Quarterly 4.48 Highly Implemented
Semi-annual 4.30 Highly Implemented
Annual 4.02 Moderately Implemented
B. Preparedness of Risk fire drill 3.93 Moderately Implemented
Management Plan Safety
4.01 Moderately Implemented
seminar
first aid
4.16 Highly Implemented
training
earthquake
4.68 Highly Implemented
drill
AVERAGE 4.23 Highly Implemented
Legend: 4.21-5.00 - Highly Implemented; 3.41-4.20 - Moderately Implemented; 2.61-3.40 - Implemented; 1.81-2.60
- Unimplemented; 1.00-1.80 - Highly Unimplemented

The table 4 above shows the extent of implementation of the disaster preparedness

program of the schools like the term of orientation of the safety programs if it is either

quarterly, semi-annual or annually done and also the extent of its preparedness risk

management plan. In the term of orientation on the disaster preparedness program, it

appeared that the schools are highly implementing the disaster preparedness programs

every quarter and semi-annual term with a weighted mean of 4.48 and 4.30 respectively.

This means that the school is enhancing and equipping the students and teachers on how to

respond to disasters. But earthquake drill has gained the most preparation and high

implementation in its risk management plan with a weighted mean of 4.68 and fire drill is

the least with a mean of 3.93 or moderately implemented. This implies that schools are

more prepare in terms of earthquake disaster and maybe because earthquake shakes all the
 47

grounds in school and has a wider scope while fire just occurs in specific spot and can be

controlled easily than the earthquake.

The damages caused by disasters can be minimized through the combined

assistance and efforts of the local and national government as well as the international

communities and donor agencies. Despite of this, there are times that the program on

disaster management fails 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 fail and

impossible to be preserve (Pandey and Okazaki, 2005).

The acquisition of knowledge on earthquake can be best gained if it is being taught

to the children in school through actual engagement, conversation on disaster education

with the help of visual aids to become 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 decisions when the need arises (Shaw et.al

2004).
 48

Table 5. Degree of Satisfaction of School on the Implementation of the Preparedness

Program.
Descriptive
Mean
Interpretation
Conducting fire drill. 3.78 Moderately Satisfied
Conducting first aid training. 3.89 Moderately Satisfied
Conducting orientation on safety. 3.93 Moderately Satisfied
Conducting safety seminar. 4.16 Moderately Satisfied
Conducting earthquake drill. 4.46 Highly Satisfied
AVERAGE 4.04 Moderately Satisfied
Legend: 4.21-5.00 - Strongly Satisfied; 3.41-4.20 - Moderately Satisfied; 2.61-3.40 - Satisfied; 1.81-2.60 -
Unsatisfied; 1.00-1.80 - Strongly Unsatisfied

The table 5 above shows the degree of satisfaction on the implementation of the

preparedness program of schools in Kidapawan City like fire drill, first aid training,

orientation on safety, safety seminar and earthquake drill. The data shows that earthquake

drill in the national high schools Kidapawan City get the high satisfaction rating with a

mean of 4.46. It is followed by the conduct of safety seminar with a moderate satisfaction

rating and a mean of 4.16, the conduct of orientation on safety with a mean of 3.93, conduct

of first aid training with a mean of 3.89 and being the least the conduct of fire drill with a

mean of 3.78, all of moderate satisfaction rating. The fire drill being the least among the

moderate satisfaction rating on the preparedness program, it reveals that the respondents

do not much observed the conduct of this disaster preparedness program in their schools

as schools are giving much attention to the earthquake drill in preparation for the

eventuality of actual strong shaking of the grounds.

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(Shaw, et. al 2014).

 49

ACTION PLAN

Rationale

Disaster is a kind of event that cannot be prevented when it strikes but the impact

of its effect can be minimized if there is enough preparation in terms of actual training and

provisions of safety facilities that can be utilized when needed. The occurrence of disasters

is not just concentrating on one place, hence it strikes whatever is the location. Nowadays,

calamities are frequently visiting our country and almost all places in the Philippines had

been hit by different disasters such as floods due to heavy rain, storms, earthquakes and

fire.

The findings of this study show that there are no enough safety facilities in schools

in Kidapawan City that can be used in times of emergency situations brought by disasters.

Some facilities are present but the number is not enough thus affecting the effectiveness of

its safety operation. It also shows that there are safety training conducted but not all of the

teachers in school are able to be trained. In this aspect, this proposal is made to offer a

sustainable and efficient trainings coupled with complete safe facilities for a more

calamity-resilient school with the help of the local officials.

General Objective

The objective of this proposal is to provide all those lacking safety facilities the

schools needed and to provide assistance for training on disaster preparedness that is

sustainable and efficient training for all the national high school teachers in Kidapawan

City.
 50

Objective of the Action Plan Timeline Focal Indicator

Activity Person
1. Acquire 1. Make a letter of Principal Each school
additional safety intent to the office of will have at
facilities for local government least 1 or as
disaster such as fire unit. required fire
hydrant, fire hose, hydrant and
smoke alarms for 2. Seek appointment Principal fire hose,
early fire detection, for disaster forum. June smoke alarms
additional fire 2019 for each
extinguishers, and 3. Bind the Principal building, fire
alarming system agreement using extinguisher
facilities, MOA with the local for every
emergency vehicle government unit. classroom,
alarming
system and
emergency
vehicle per
school.
Improve the level of 1. Make a letter June and Principal Conducted
awareness on the request to the Schools January trainings and
conduct of fire drill Division of every seminars on
and safety seminar Superintendent to school fire drill every
in school. conduct trainings and year semester of
seminar on fire drill every school
every semester to all year. 100% of
teachers in national the teachers
high schools. will have the
knowledge
2. Make a letter Principal and skills on
request to the how to used
MDRRMC to the safety
conduct the facilities in
orientation on safety their schools.
for familiarity of
safety facilities and
how to use them.
Strengthen the 1. Make a letter quarterly Principal Shall indicate
implementation of request to the Schools 100%
fire drill in national Division conduction of
high schools in Superintendent and fire drill every
Kidapawan City MDRRMC to quarter of
Division conduct fire drill every school
every semester to all year.
national high schools.
 51

2. Execute the plan by Principal

launching the
program and inviting
the stakeholders to
witness the event

Monitor , evaluate 1. Make an evaluation June School Printed

the program and sheet to determine the 2019 DRRM evaluation
increase the satisfaction rating of Coordinator sheets to be
satisfaction rating safety programs every accomplished
on the performance after drill conducted. every after
on the drill
implementation of 2. Reinforce the Principal indicating
the disaster activity by further 100%
preparedness trainings if still needs satisfaction
programs an improvement.
Prevention on the 1. Make an advocacy June Researcher/ Each student
ignition of fire for fire prevention by 2019 School in school is
during brownouts making pamphlets Management given
about the do’s and pamphlets
don’ts during every
brownouts. semester to
remind them
on the do’s
and don’ts to
prevent
ignition of fire
in school or
even at home.
 52

Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings of the study on the disaster

preparedness on national high schools in Kidapawan City, conclusion based on the findings

and recommendation to take actions for the findings.

Summary of Findings

The national high schools in Kidapawan City have the safety facilities like alarming

system, emergency communication system, fire extinguisher, building exits, medicine kit,

evacuation site and floor plan showing the evacuation area. They do not have enough fire

hydrant, fire hose, smoke alarms in times of fire and an emergency vehicle to be used in

times rescue. Earthquake drill is done frequently in school followed by first aid training,

then safety seminar and fire drill is the least observed one. Mostly, the building structures

on the schools in Kidapawan City are already concrete but there are still schools that have

a semi-concrete and wooden type building. On the other hand, many schools have a single

storey type buildings but there are big schools who have a high-rise buildings or

progressive type specially those schools holding a senior high school program. Some

National High Schools in Kidapawan City are built as old since 1969 but due to the

progressive development of the Deped, many buildings were rising recently to cater the

growing number of students due to the K to 12 program.

The schools in Kidapawan City are moderately aware on fire drill and safety

seminar but they are very much aware in the conduct of orientation on safety, first aid

training and earthquake drill. This implies that the intensity of their preparation is not equal
 53

in every possible disaster that may occur because the schools are very much aware of the

earthquake drill and only moderately aware on fire drill. However, on the average level of

awareness of the schools in terms of the existing preparedness program, it appears that the

schools in Kidapawan City have a very high level of awareness on the disaster preparedness

programs. This is further paralleled by the level of awareness of the local government

officials along the school locations.

On the extent of implementation of the disaster preparedness program of the

schools like the term of orientation of the safety programs if it is either quarterly, semi-

annual or annually done and also its preparedness risk management plan, it appears that

the schools are highly implementing the disaster preparedness programs every quarter and

semi-annual term and this refers to the earthquake drill only that has gained the most

preparation and high implementation in its risk management plan.

On the degree of satisfaction on the implementation of the preparedness program

of schools in Kidapawan City, the data shows that earthquake drill get the high satisfaction

rating. It is followed by moderate satisfaction rating on the conduct of safety seminar, the

conduct of orientation on safety, conduct of first aid training and the conduct of fire drill

being the last.

On the other hand, there are safety facilities that the schools do not have and these

facilities includes emergency vehicles that is necessary to be used in times of rescue. On

the eventuality of fire, the schools do not have a fire hydrant and fire hose in case of huge

fire occurrence. They have fire extinguishers in their schools but the number is not enough

as not all classrooms do not have this safety facility. Some schools also do not have a

smoke alarms to detect smokes of fire in order to give warning to the occupants of the
 54

building particularly the high-rise buildings. On the other hand, most schools in Kidapawan

City have the alarming system to give warning signals to all the students in their campus,

an emergency communication system to contact authorities in case of disasters, building

exits in case of evacuation, medicine kit in case of injuries, evacuation site and floor plan

showing the evacuation area that serves as a guide for the building occupants on where to

run for safety in case of fire or earthquake. Earthquake drill has the most preparedness risk

management plan because it is almost done quarterly and semi-annually while fire drill is

the least among the plans. This is perhaps that the coverage of the earthquake is wider and

its impact cannot be predicted while fire incidents can be stationary and can be handled

than of the earthquake. However, no one should underestimate the damage brought by fire

for it consumes everything it touches and leaves nothing to human. Though some of the

schools in Kidapawan City is built since 1969, recently most school buildings are already

concrete even it is single storey or progressive type. On the contrary, as observed, most of

the classroom in public schools are filled with decorations. In the USA fire code, classroom

decorations is limited to not more than 20% of the wall to reduce the combustible materials

to maintain safety from ignition of fire (Whirlwind Team, 2014).

Though the level of awareness of the school and of the local officials are the same

in which they are very much aware on the existing preparedness programs implemented,

but it shows that earthquake drill is the leading safety programs being implemented and

fire is the least. It can be concluded that on the level of awareness on the implementation

of the existing preparedness programs, earthquake is the most implemented disaster

program and fire drill is the least. Schools in Kidapawan City are more aware on the

implementation of earthquake drill than of the fire drill. The disaster preparedness program
 55

being conducted by the schools in Kidapawan City is earthquake drill which is being

conducted every quarter or semi-annual depending on its schedule from the NDRRMC. On

the degree of satisfaction on the implementation of the preparedness program, the schools

in Kidapawan City are frequently implementing the earthquake drill than those of fire drill

which is the reason why the respondents were more satisfied with its implementation than

that of the fire drill.

CONCLUSION

Based on the findings of the study, it can be concluded that the assessment on the

disaster preparedness of National High Schools in Kidapawan City have limitations to

some aspects with reference to R.A 10121. The disaster preparedness of the schools needs

to be improved based on the safety facilities in schools which are not sufficient and

complete and the preparedness of some disaster management plan is not being sustained.

The insufficiency of safety facilities can lead to vulnerability of the schools resulting to

inefficiency in managing risk towards disaster thus it makes the school not a safe place for

all the learners and teachers. It is further concluded that not all teachers have the knowledge

and capacity to use safety facilities in school.

It is however concluded that the level of awareness of the teachers in schools and

of the community towards disaster preparedness programs are the same which is a good

indicator for a collaborative effort and partnership made by the two agencies.

Furthermore, the extent of implementation on the disaster preparedness program of

the school can be concluded as consistent in terms of earthquake preparation but fire

prevention is not given much attention as this is not conducted every quarter as stated in
 56

Deped Order No. 48, s.2012. It is concluded that all teachers need consistent trainings and

field exercises on managing disaster risk either fire or earthquake disasters.

On the other hand, a need to work forward and engage in collaboration is a

favorable means to augment safety facilities, preparedness program and consistently

working towards its implementation. A greater impact is an indicator if all stakeholders

are playing roles to sustain a safety environment. 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. In order to sustain recovery

from disasters, there should be preparedness action plans as form of preventions to reduce

possible risk and proper management of emergencies. This can be realized if everyone

including the community are looking forward for a sound and healthy environment.

RECOMMENDATION

On safety facilities of the national high schools in Kidapawan City, it is

recommended that:

1. Each school should have at least one fire hydrant and fire hose that can be used to

put off fire and one emergency vehicle to be used in times of emergency and rescue

operation.

2. The school buildings must have smoke alarm system so that smokes can be

detected immediately at earlier stage before it becomes huge fire. Each classroom must

have one fire extinguisher specially laboratory rooms that is fire hazard because of the

presence of combustible and flammable materials.

 57

3. Fire drill must also be given an equal priority with the earthquake drill as these

disasters can equally damage lives and properties. It is also recommended, that further

study will be conducted on:

4. The Evaluation on the Performance of Teachers and Students During Disaster

Preparedness Drills

5. The Disaster Preparedness of Elementary Schools in Kidapawan City Division: An

Assessment

6. Comparison on the Disaster Preparedness of Elementary and Secondary Schools

in Kidapawan City Division

 58

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 59

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APPENDICES
 63

Appendix A
UNIVERSITY OF THE VISAYAS
Graduate School
Colon St., Cebu City

ROMELITO G. FLORES, CESO IV

Schools Division Superintendent
Kidapawan City Division

Sir:

Greetings of cooperation and participation in research learning!

This has reference to our partial fulfilment of the requirements of the subject___Thesis
Writing_ of senior student taking up __MAED-Science and Technology__________ of the
University of the Visayas for the School Year __2018-2019____.

Anent thereto, I would like to ask your kind permission that I will be allowed to conduct
my research study in your good company on the __Disaster Preparedness of National High
Schools: An Assessment_.

Correspondingly on the above-stated intent and upon your favourable approval on my

request, I will do the herein specific research activities in your company, and with my
sincere commitment and full assurance that all the data and/ or information I may gather
will be used for academic purposes only and all will remain to be absolutely confidential,
hereto attached is the Certificate of Confidentiality; viz-a-viz:
1. Survey_
Should you have any clarifications, questions and/ or queries relative on this activity, we
may please to refer you to _________________________, Research Coordinator,
___Graduate School______of the University of the Visayas, Cor. Colon and Jakosalem
Streets, Cebu City at Telephone Number (032) _416-8607__ and email address:
__uvirb2015@gmail.com____.

We are forever grateful for the most appropriate and favourable action be afforded on this
humble request of learning partnership.

Very respectfully yours,

____MARILOU J. TAN____________________
(Printed Name over Signature of the Group Leader)

Noted by:

________DR._EMMA A. YAUN_______
(Printed Name over Signature of the Research Adviser)
 64

Appendix B

UNIVERSITY OF THE VISAYAS

Graduate School
Colon St., Cebu City

School Principal
Kidapawan City Division

Sir/Madam:

Greetings of cooperation and participation in research learning!

This has reference to our partial fulfilment of the requirements of the subject___Thesis
Writing_ of senior student taking up __MAED-Science and Technology__________ of the
University of the Visayas for the School Year __2018-2019____.

Anent thereto, I would like to ask your kind permission that I will be allowed to conduct
my research study in all National High Schools in Kidapawan City for the study on the
__Disaster Preparedness of National High Schools: An Assessment_.

Correspondingly on the above-stated intent and upon your favorable approval on my

request, I will do the herein specific research activities in your company, and with my
sincere commitment and full assurance that all the data and/ or information I may gather
will be used for academic purposes only and all will remain to be absolutely confidential,
hereto attached is the Certificate of Confidentiality; viz-a-viz:
1. Survey
Should you have any clarifications, questions and/ or queries relative on this activity, we
may please to refer you to the Research Coordinator, ___Graduate School______of the
University of the Visayas, Cor. Colon and Jakosalem Streets, Cebu City at Telephone
Number (032) 416-8607 and email address: uvirb2015@gmail.com.

We are forever grateful for the most appropriate and favorable action be afforded on this
humble request of learning partnership.

Very respectfully yours,

____MARILOU J. TAN____________________
(Printed Name over Signature of the Group Leader)

Noted by:

________DR._EMMA A. YAUN_______
(Printed Name over Signature of the Research Adviser)
 65

Appendix C

UNIVERSITY OF THE VISAYAS

Graduate School
Colon St., Cebu City

____________________
Respondents

Sir/Madam:

Greetings of cooperation and participation in research learning!

This has reference to our partial fulfilment of the requirements of the

subject___Thesis Writing_ of senior student taking up __MAED-Science and
Technology__________ of the University of the Visayas for the School Year __2018-
2019____.

In this connection, the researcher is asking your permission to allow her to gather
the necessary information from your end through a survey questionnaire for the study on
Disaster Preparedness of National High Schools in Kidapawan City: An Assessment.

Correspondingly, the data and/ or information to be gathered will be used for

academic purposes only and all will remain to be absolutely confidential. Hereto attached
is the Certificate of Confidentiality and approved permit to study from the office of the
Schools Division Superintendent of Kidapawan City Division.

Thank you very much and I am looking forward for your positive response to this
humble request of learning partnership.

Very respectfully yours,

____MARILOU J. TAN____________________
(Printed Name over Signature of the Researcher)

Noted by:

________DR._EMMA A. YAUN_______
(Printed Name over Signature of the Research Adviser)
 66

Appendix D
CERTIFICATE OF CONFIDENTIALITY

This CERTIFICATE issued by _________GRADUATE SCHOOL_____________, of the

University of the Visayas to the researcher, ___________MARILOU J. TAN
____________ to further protect the respondents’ and/ or company’s privacy ____Deped-
National High Schools in Kidapawan City___________.
WITNESSETH; That
1. Any information acquired from the respondent(s) and/ or company is HIGHLY-
PROTECTED AGAINST FORCED DISCLOSURE WHICH INCLUDES
IDENTIFICATION IN ANY ADMINISTRATIVE, CIVIL, CRIMINAL AND
LEGISLATIVE PROCEEDINGS AND/ OR ANY OTHER RELATIVE
PROCEEDINGS.
2. This certificate of confidentiality does NOT PREVENT the respondent(s) or a
member of his/her family from VOLUNTARILY RELEASING
INFORMATION. However, withholding this information entails an active
protection to one’s privacy. Notably, if any other person learns about your
(respondent’s) participation and obtains your (respondent’s) consent to receive
such research information, this certificate is considered VOID.
3. Equally important, the respondent should understand that the researcher is not
prevented from taking steps which involves reporting to authorities to avoid harm
among the participants.

IN WITNESS HEREOF, HEREUNTO my hand this _______ day of ___________,

2018 at the University of the Visayas, Cebu City, Philippines.

___________________________________________________
Printed Name over Signature of the Research Coordinator

CONFORMED: ____________________MARILOU J. TAN_______________

Printed Name over Signature of the Researcher’s Group Leader

___________________________________________________
Printed Name over Signature of the Company’s Representative
 67

Appendix E

SURVEY QUESTIONNAIRE
Name(optional):__________________________Position:__________ Date: _________
School:_________________________________________________________________
School Address:________________________________________________________

Instruction: Please provide the information needed by checking the appropriate responses.
Rest assured that your responses will be treated with highest confidentiality and that this
information is only for the academic requirement and learning purposes.

1. What is the profile of the school in terms of:

1.1 Safety facilities: please check if available

a. fire hydrant _____
b. fire hose _____
c. fire extinguisher _____
d. medicine kit _____
e. alarming system _____
f. emergency vehicle _____
g. evacuation site _____
h. Floor plan showing the evacuation area _____
i. Building exits _____
j. Emergency communication system _____
k. Smoke alarms _____
l. Others, specify _____
1.2 Disaster preparedness plan: please check if conducted
a. Fire drill _____
b. earthquake drill _____
c. first aid training _____
d. safety seminar _____
1.3 Building structure: please check the corresponding answer
a. classification of the building:
wood _____
semi-concrete _____
concrete _____
b. type of the building
single storey _____
progressive type _____
 68

2. Level of awareness in terms of existing preparedness programs implemented

(SCHOOL/LOCAL GOVERNMENT OFFICIALS).
Very Moderately Aware Unaware Very
Much Aware Much
Aware Unaware

(5) (4) (3) (2) (1)

Conducting fire drill.
Conducting earthquake drill.
Conducting safety seminar.
Conducting first aid training.
Conducting orientation on
safety.

3. Extent on the implementation of the disaster preparedness program

Extent of Implementation
Highly Moderately Implemented Unimplemented Highly
Implemented Implemented Unimplemented

A. Term of
Orientation (5) (4) (3) (2) (1)
A.1
Quarterly
A.2 Semi-
Annual
A.3 Annual
B. Preparedness of Risk Management Plan
B.1 Fire
drill
B.2 First
Aid
Training
B.3
Earthquake
drill
B.4 Safety
Seminar
 69

4. Degree of satisfaction on the implementation of the preparedness program.

Strongly Moderately Unsatisfied Strongly

Satisfied Satisfied Satisfied Unsatisfied

(5) (4) (3) (2) (1)

4.1 Conduction of fire
drill.
4.2 Conduction of
earthquake drill.
4.3 Conduction of first
aid training.
4.4 Conduction of
safety seminar.
4.5 Conduction of
school orientation on
safety.

THANK YOU FOR YOUR TIME AND EFFORT☺☺☺

 70

Appendix F

SPOT MAP OF KIDAPAWAN CITY

 71

Appendix G

Summary of Responses of School Safe Facilities

SCHOOLS
SAFE FACILITIES A B C D E F G H I J K L M N O P Q R S
fire hydrant 0 0 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
fire hose 0 0 0 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
fire extinguisher 100 100 100 100 100 100 100 100 60 100 100 0 0 100 100 80 0 20 40
medicine kit 100 100 100 100 100 100 100 100 100 100 100 100 100 100 80 100 100 20 40
alarming system 100 100 100 80 80 100 100 100 100 80 60 100 100 20 60 60 0 0 40
emergency vehicle 60 20 20 0 20 0 20 0 0 0 0 0 0 0 0 0 0 0 0
evacuation site 100 100 80 100 100 100 100 100 100 100 100 100 100 100 100 40 100 100 40
floor plan 100 100 80 100 100 100 100 100 100 100 100 100 100 100 100 60 100 100 40
building exits 100 100 80 100 100 100 100 100 100 100 100 100 80 80 40 60 100 100 40
emergency com. system 100 100 100 80 100 100 60 60 80 60 60 100 100 80 40 40 60 60 0
smoke alarms 0 0 20 20 0 0 0 0 20 0 0 0 0 0 0 20 0 0 40
Legend: 0% - means no response from five respondents per school; 20% - means one response out of five respondents
per school; 40% - means two responses out of five respondents per school; 60% - means three responses out of five
respondents per school; 80% - means four responses out of five respondents per school; 100% - means five responses
out of five respondents per school

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