Establishing Climate-Resilient Schools through Disaster Preparedness and Environmental Sustainability in Six Selected School in the District of Calatagan

Abstract

INTRODUCTION

Disaster preparedness has been recognized as a central element in reducing the impact among schools. Every educational institution must develop skills and understanding in initiating active responses and increasing community awareness and participation in environmental concerns. This study aimed to identify the existing programs and the extent of practices in disaster preparedness and environmental sustainability.

METHODS

The researcher used qualitative research approach through the use of questionnaires in gathering necessary data. The respondents of the study were 75 nationally funded elementary teachers and school heads from six (6) schools in the District of Calatagan. Data gathered were statistically analyzed using Paleontological Statistics software package for education and data analysis (PAST version 3.16). Correlation Test from PAST version 3.16 was used to determine the relationship between disaster preparedness and environmental sustainability and demographic profile of the respondents. One-way analysis of variance was used to identify the differences on the assessed practices.

RESULTS

Results of the study revealed that schools need to institutionalize disaster risk reduction management policies and structures for the full implementation of the program. Teachers are aware of the existing environment-related programs in their respective schools, but the implementation was insufficient. Schools must establish and maintain a School Disaster Risk and Reduction Committee that is responsible in school safety in terms of climate resiliency. A proposed action plan may assist teachers in enhancing the practices in disaster preparedness in their respective schools. The action plan must focus on the four indicators with lowest rank; assessment and planning for disaster mitigation, hazards and risks; physical protection measures, environmental related features of the school curriculum and socio-cultural sustainability.

DISCUSSIONS

The results show that schools need to institutionalize DRRM policies, structures and programs with appropriate continuing budget to strengthen the capacity of the personnel in building a disaster-resilient community and institutionalizing arrangement and measuring disaster risks. The action plan must be adapted by the schools in the district to enhance the practices in disaster preparedness and environmental sustainability and there is a need for full implementation of the existing DRRM programs in schools.