Preparedness on Disaster Risk Reduction and

Management Measures among Teachers in

Bugallon Integrated School
12-J.Soriano | Science Technology Engineering and
Mathematics

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 Background of the Study
•The purpose of this study is to give enough knowldge and skills to the teachers of the Bugallon Integrated
School. This will enchance their DRRM capabilities on how to act and respond as teacher and as a public servant. It

will also boost their morale on public safety and service. It will also help them to be prepared and aware when a

disaster or calamity strikes.

•Due to the geographical location of the Philippines on the pacific ring of fire, it is vulnerable on typhoons, just
lke what happens last 2022, Super Typhoon Noru (Karding) struck the northern part of luzon, it left the vicinity

devastated and destroyed. This study is about DRRM will give knowldege to the local Teachers on how to prepare on

such a strong typhoon and to avoid loss and casualties. This will also enhance the DRRM quick response to give2

knowledge to the teachers and to act accordingly.

 Statement of the Problem

1. What is the profile of the respondents 2. What is the level of preparedness of teachers on
in terms of: DRRM measures in terms of:
a. sex; a. community risk assessment;
b. age; and b. communication system; and
c. educational attainment? c. capacity building

3. Is there significant difference on the

assessment of the teachers’ level of 4. What DRRM Guide may be proposed to enhance
preparedness on DRRM measures when the preparedness of teachers?
grouped according to their profile variables?

*this questionnaire was adopted to the journal authored by Ma’am Rosalie B. Ronquillo
 Research Design

•In this study, a descriptive research method was used by the researchers to gather

enough data and information from the respondents using a survey questionnaire.

•A descriptive approach is a sort of research strategy in which information is gathered

from respondents via a questionnaire to describe what is happening on the ground in relation

to the issue under study. (Ukaigwe, 2020).

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 Respondents of the Study

• The respondents of the study are the teachers in Bugallon Integrated School. The
researchers used convenience sampling technique wherein the researchers pick the
respondents randomly. Convenience sampling is a type of sampling method in which
the total population is divided into smaller groups or strata to complete the sampling
process. The strata is formed based on some common characteristics in the population
data. The researchers randomly selects the sample proportionally (Coleman 2022).
• The teachers were randomly selected because this study uses convenience sampling.
In general, there were 86 respondents who participated in the survey
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 Research Instrument

• A survey questionnaire was used by the researchers to gather data

from the respondents of Bugallon Integrated School.

• A five-point Likert scale on level of agreement was used: 5-

outstanding; 4-very satisfactory; 3-satisfactory; 2-fair; and 1-poor.
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 Statistical Treatment of Data

• Likert scale and the computed weighted mean using the point range problem
respectively. The first problem was about community risk-assessment, the
second problem was about communication system. The third problem was
about capacity building.

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 SOP 1     FINDINGS 

Category Frequency Percentage

Male 19 22.09
Distribution of the Respondents According to Sex
Female 67 77.91

Total 86 100

CONCLUSIONS RECOMMENDATION

It shows that 77.91% of the respondents are female and

22.09% are male. Majority of the respondents are Further, age, sex, civil status, and education did not
female.
predict the level of disaster risk reduction knowledge. 
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 SOP 1 FINDINGS

Category Frequency Percentage

Below 31 16 18.60
31-40 62 72.10
Distribution of the Respondents According to Age
41-50 7 8.14
Above 50 1 1.16
Total 86 100.00

CONCLUSIONS RECOMMENDATION

Majority of the respondents are 31 to 40 years old. The

study revealed that the local people in the selected
community have good knowledge on disaster Further, age, sex, civil status, and education did not
preparedness and readiness, disaster adaptation, and
disaster awareness and fair knowledge on disaster-have predict the level of disaster risk reduction knowledge. 
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related knowledge and disaster risk perception.
 SOP 1 FINDINGS

Category Frequency Percentage

Bachelor’s Degree 41 47.67
Master’s Degree 35 40.70
Distribution of the Respondents According to
Educational Attainment
Doctorate Degree 3 3.49
With Master’s Unit 6 6.98
With Doctorate Units 1 1.16
Total 86 100.00

CONCLUSIONS RECOMMENDATION

In terms of educational attainment, 47.67% of the

respondents have Bachelor’s Degree, 40.70% have
Master’s Degree, 6.98% have With Master’s Unit,
3.49% have Doctorate Degree, and 1.16% have With
Master’s Doctorate.
Further, age, sex, civil status, and education did not
predict the level of disaster risk reduction knowledge. 
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 SOP1
FINDINGS
CONCLUSION
SOP 1
Profile of the Respondents
This suggests that the underlying mechanisms
Frequenc Percentag explaining the education effects are highly
  Category
y e context-specific. Controlling for the interplay
Male 19 22.09 between education and disaster experience, we
Sex Female 67 77.91 show that education raises disaster
What is the profile of the
respondents in terms of:
Below 31 16 18.60 preparedness only for those households that
a. Sex; Age 31-40 62 72.10 have not been affected by a disaster in the past.
41-50 7 8.14 Education improves abstract reasoning and
b. Age;
Above 50 1 1.16 anticipation skills such that the better educated
c. Educational attainment
undertake preventive measures without needing
Bachelor’s
41 47.67 to first experience the harmful event and then
Degree learn later.
Master’s Degree 35 40.70
Doctorate Degree 3 3.49 RECOMMENDATION
Educational With Master’s
Attainment Unit
6 6.98
We can suggest to the Master Teachers who
With Doctorate
1 1.16 will conduct a research and connecting it to
Units DRRM. And suggest to the School
Bachelor’s Administration about the current base
41 47.67
Degree knowledge of their personnels. 11
 Community Risk Assessment
FINDINGS
Weighted Verbal
Statement Rank
Mean Interpretation
1. Provides relevant information on disaster
4.37 Outstanding 1 CONCLUSION
SOP 2 and means of protection.
2. Promotes collaboration and cooperation
3.41 Prepared 9
among disaster experts.
What is the level of
preparedness of 3. Develops community-based disaster risk The level of preparedness of teachers
management programs such a tree 3.48 Prepared 8 in Disaster Risk Reduction and management
teachers on DRRM planting and clean-up drive. in terms of community risk assessment.
measures in terms of: 4. Familiarizes students with standard Provides relevant information on disaster
procedures, the Do’s and Don’ts during 4.07 Prepared 2
a. community risk and means of protection ranked first which
the fire and earthquake drills. have a weighted mean of 4.37 with verbal
assessment; interpretation of prepared. T
5. Works with local media in disaster risk
b. communication reduction awareness.
3.67 Prepared 7

system; and
6. Establishes and maintains coordination
c. capacity building? with Barangay Disaster Council.
3.69 Prepared 6

7. Conducts Student-LED Hazards Mapping RECOMMENDATION

Activities, Risk identification and 3.28 Prepared 10
vulnerability assessment.
8. Develops evacuation layout/plan to identify
sufficient and safe evacuation area and 3.85 Prepared 5 Based on the results, they need to work with
accommodate evacuation route. their local media in disaster risk reduction
awareness as it plays an important role in
9. Implements security and safety measures in disseminating information to the school
3.95 Prepared 4
the school premises.
community before, during, and after a
10. Encourages school personnel and students
disaster as well as educating it’s personnels,
4.00 Prepared 3 12
to be consistently prepared.
Overall 3.77 Prepared
 Communication System
FINDINGS
CONCLUSION
SOP 2 Weighted Verbal
Statement Rank
Mean Interpretation
What is the level of 1. Conducts information dissemination. 4.62 Prepared 1
preparedness of 2. Establishes linkages with local agencies. 4.24 Prepared 3 In term of Communication System, most of
teachers on DRRM 3. Involves the community in preparation, the teachers conduct information
dissemination. And having the Verbal
measures in terms of: implementation, and monitoring of disaster 3.64 Prepared 7
Interpretation of (Prepared).
risk reduction managements programs.
a. community risk
4. Organizes unit assigned to give warning
assessment; signs.
4.03 Prepared 5

b. communication 5. Provides communication equipments, tools,

3.44 Prepared 10
system; and and materials.

c. capacity building? 6. Disseminates risk reduction plan to whole

school community such as signage and 4.22 Prepared 4
communication corner.
RECOMMENDATION
7. Identifies the persons and agencies to call for
assistance and posting list of emergency 3.49 Prepared 9
telephones numbers.
8. Defines the roles of teachers and school We can suggest to the School Administration
4.52 Prepared 2 and to the Barangay Council to conduct a
members in case of emergencies
Communication Activity to help them
9. Understands the Incident Command System 3.57 Prepared 8 improve their reaction time on certain
disaster or incidents, 13
10. Attends Incidents Command System
3.86 Prepared 6
Training/Orientation
Overall 3.96 Prepared
 Capacity Building
FINDINGS
Weighted Verbal Rank
Statement
Mean Interpretation
CONCLUSION
SOP 2 1. Acquires knowledges about survival
4.31 Prepared 1
kits, equipment and tools.

What is the level of 2. Manages to use survival kit, tools, and

4.09 Prepared 2 Results showed that the teachers practiced
equipment through seminar/workshop.
preparedness of the mandatory simultaneous drills that were
done every quarter of the year. It was
teachers on DRRM 3. Provides temporary learning space. 3.91 Prepared 3 manifested by the overall readiness of
measures in terms of: teachers in capacity building which has a
a. community risk 4. Conducts research study on enhancement verbal interpretation of prepared. These are
3.76 Prepared 6 due to the activities, training, and mock
assessment; of current DRRM programs of the school.
drills, that are carried out by the teachers
b. communication 5. Organizes available transportation during together with the students.
3.65 Prepared 10
system; and emergencies.

c. capacity building? 6. Plans and regularly reviews school DRRM

3.74 Prepared 7
and Contingency Plan aligned with local plan.
RECOMMENDATION
7. Integrates risk reduction and management
in the curriculum and other informal 3.77 Prepared 5
education.
8. Coordinates operational activities being
undertaken by relevant agencies such as 3.83 Prepared 4 To propose a DRRM Seminar or Activity to
NSED and Fire Drill.
improve and raise their knowledge,
9. Conducts capability training/workshops for awareness, skills, and capacity on DRRM
3.67 Prepared 9
community members and regular meeting. and make them fully equipped to help and
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10. Ensures all concerned report and follow act when a disaster strikes,
flow of activities during and after disaster by 3.72 Prepared 8
DRRM Team.
Overall 3.85 Prepared
 4. What DRRM Guide may be proposed to
enhance the preparedness of teachers
Safe Learning Facilities School Disaster Management
1. Teachers participate in developing the school
1. Ensure fire safety through regular inspection of electrical emergency plan.
system to prevent fire.
2. Equip school with first aid kits, flashlights,
2. Repair Minor Damages in the classroom. megaphone, and other necessary supplies that are
needed in times of disaster.
3. Mount fire extinguishers, water source, and jet
hydrants properly. 3. Coordinate with the barangay officials for quick
response.
4. Free all areas from all sharp bulging objects that can hurt
the students. 4. Identify the evacuation areas and classrooms that
can be used as temporary shelter during disaster
5. Clean the canals and water drainages to prevent clogging and emergencies.
and to remove deposited mosquito eggs.
5. Post emergency evacuation plan on every 15

classroom of the building to ensure the safety of

students and personnels.
 Preparedness on Disaster Risk Reduction and
Management Measures among Teachers in Bugallon
Integrated School

The Researchers

James Adrian Rivera Osita Joan C. Madrid

Jazmin Claire Rivera Danica Daquiwag

Kyea Joy C. Binban

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