Disaster Risk Reduction Management Preparedness of Selected Schools.pptx
1. Disaster Risk Reduction Management
Preparedness of Selected Schools in Naval
District 4: Basis for Policy Recommendations
and Intervention
NAVAL DISTRICT IV
2. Introduction and Rationale
Schools play a vital role in ensuring the safety of students, particularly those
in primary education, who are considered more vulnerable during disasters. While
natural disasters are uncontrollable, preparedness measures can significantly
mitigate their impacts on lives and properties. The Philippines, as a disaster-prone
country, faces frequent calamities like typhoons, earthquakes, and landslides, which
often disrupt communities and education systems (Mallari, 2018). The effects of
these disasters can be devastating, leading to loss of life, infrastructure, and
essential services (Righi et al., 2021).
3. Introduction and Rationale
In response, the Philippine government, through the Philippine Climate Change Act of 2009 and
the Disaster Risk Reduction and Management Act of 2010, mandates the integration of disaster
preparedness into school curricula and emphasizes the importance of a school-based disaster risk
management framework. DepEd's School-Based Disaster Risk Reduction and Management (SDRRM)
Framework encourages schools to implement preparedness measures to safeguard both students and
infrastructure. Teachers, students, and the broader community must be actively involved in disaster risk
reduction to enhance resilience and ensure a quick response when calamities occur. Furthermore,
Dikmenli et al. (2018) argue that teachers require training to enhance their awareness of disaster
prevention.
4. Introduction and Rationale
As Arciaga (2022) points out, disaster preparedness is a global concern, as we continuously face
environmental changes. In schools, disaster preparedness is essential to protect lives, infrastructure, and
educational investments. While the DepEd DRRM framework stresses the importance of school-based
disaster management, the success of SDRRM implementation varies from one school to another.
5. Introduction and Rationale
The Naval District 4 is composed 9 schools, 8 elementary schools and 1 secondary school. These
school are located in remote/hilly and mountainous area which are far from the town. Because of its
location, schools are prone to adverse impacts of disasters and calamities. District 4 experienced
different disasters like landslides, typhoon and earthquake that caused damages to the school. Though,
damages to the school buildings are not readily apparent. Last December 2017, a landslide happened
in Brgy. Lucsoon, where Lucsoon ES and Lucsoon National High School located. Four schools from
the districts are vulnerable to these calamities namely the; Capiñahan ES, Lucsoon ES, Talustusan ES
and Lucsoon National Highschool. If the calamities occur during school hours, safety is everybody’s
responsibility and primary concern. The safety of students during school hours is a shared
responsibility among administrators, teachers, and staff. Effective disaster preparedness involves
training, awareness, and having clear steps to take before, during, and after disasters.
6. Introduction and Rationale
This study aims to assess the level of preparedness of teachers in Naval District 4 in
relation to disaster risk reduction policies, the occurrence of specific disasters like earthquakes and
fires, and their involvement in SDRRM measures. By evaluating the current state of preparedness, the
research seeks to identify areas for improvement and develop an action plan to enhance disaster
resilience in the district's schools. The findings will help teachers improve their disaster management
skills, ensure the safety of students, and foster greater collaboration among school authorities, parents,
and the community. Ultimately, the study contributes to the body of knowledge on SDRRM and offers
insights for future research and policy development.
7. Literature Review
Schools have a responsibility to equip students with the knowledge and preparedness
needed for disasters, as they are educational institutions (Pambudi & Ashari, 2019).
Additionally, Widowati et al. (2021) emphasize that academic institutions must safeguard
children from various hazard-related disasters. Developing reliable and valid tools to assess
school safety is essential for mitigating the impact of disasters on children's futures. Moreover,
Nipa et al. (2020) highlight that students are among the most vulnerable groups affected by
disasters, enduring both physical and psychological harm. Concerns are rising due to the
insufficient emergency plans in educational institutions to properly prepare students for such
events.
8. Literature Review
Disaster preparedness involves creating strategies to effectively respond to a
catastrophic event, including the development of policies and plans, providing training
and education, and sharing information to help individuals and communities prepare
for disasters (Bello et al., 2022). To further reduce the impact of disasters, preparedness
efforts also involve gathering supplies and conducting drills. These actions have been
formalized into guidelines, checklists, and procedures that individuals can follow to
ready their homes, communities, and schools for emergencies (Bronfman et al., 2019).
9. Literature Review
In Japanese schools, researchers identified factors that influence
disaster preparedness, such as the roles of participants (teachers vs. parents) and
whether they had previously experienced a disaster. The study revealed that
many faculty members did not evacuate, a pattern also observed in previous
investigations. Although schools were equipped with on-site power generation,
telecommunications, and drinking water, many realized they were still
unprepared (Kawasaki et al., 2022). Similarly, a study by Utama et al. (2019),
titled Public Preparedness for Facing an Earthquake Disaster in the Lempuing
Area, found that the majority of respondents (66%) had not adequately prepared
for a disaster. The researchers concluded that disaster preparedness efforts
should be strengthened to improve community readiness in the face of potential
calamities.
10. Literature Review
In the United States, only about 10% of families in earthquake- and
flood-prone areas have adopted cost-effective disaster risk reduction measures.
One primary reason for this inaction is the focus on short-term priorities, as the
initial costs of risk reduction measures are high compared to the perceived
benefits (Kerjan et al., 2012). Similarly, Iran faces annual earthquake incidents
that expose vulnerabilities in its residential building stock, highlighting the need
for improved disaster risk reduction strategies (Bastami et al., 2022).
11. Literature Review
Globally, disasters are becoming more frequent, making it increasingly challenging for
highly vulnerable countries in the Asia-Pacific region to implement effective risk reduction
measures (Yadav & Barve, 2019). For example, the Philippines is ranked as the second most
disaster-prone country globally (UNU-EHS and ADW, 2014, cited in Andriesse, 2018). The
Philippine Disaster Risk Reduction and Management Act of 2010 established the National
Disaster Risk Reduction Management Council (NDRRMC) to enhance disaster resilience and
preparedness.
Effective disaster preparedness requires clear policies, organizational structures, and
cultural integration within institutions. It involves planning, equipping, implementing
strategies, and fostering a culture of preparedness to build resilience against disasters.
12. Research Questions
This study will determine the disaster preparedness of the 3 Elementary Schools
and 1 Secondary School in Naval District 4.
Specifically, this seeks answers to the following questions:
1. What is the level of preparedness of the schools on Disaster Risk and Management?
2. What are the initiatives that schools undertake or implement along with Disaster Risk
Reduction?
3. What developmental program or intervention can be proposed to raise the school’s
preparedness on disaster?
13. Scope and Delimitation
The study focused on the Disaster Preparedness of the 3 Elementary
Schools and 1 Secondary School in Naval District 4 , particularly Lucsoon
Elementary School, Talustusan Elementary School and Villaconsuelo Elementary
School for School Year 2024-2025.
14. Methodology
The descriptive-evaluative and developmental methods will be employed
in the study. The descriptive-evaluative method will be used to describe the
schools' level of preparedness for Disaster Risk Reduction and Management, as
well as the disaster risk reduction initiatives that schools undertake or implement.
The developmental method will be used to design programs and interventions to
integrate DRR across grade levels and stakeholders.
15. Methodology
a. Sampling
The survey questionnaires method as well as documentary analysis will
be employed to formulate the research instrument. This research study will
employ the total sampling technique to determine the sample respondents to
participate in data gathering. The respondents of this study are the teachers,
parents, and learners in selected schools, using the total sampling. Total
population sampling is a type of purposive sampling technique that involves
examining the entire population that have a particular set of characteristics.
16. Methodology
b. Data Collection
The respondents of this study are the teachers, parents, and learners in
selected schools in Naval District 4 namely Lucso-on Elementary School,
Talustusan Elementary School, Capinahan Elementary School and Lucsoon
National High School.
17. Methodology
Data Scoring: To determine the level of preparedness of the schools common
occurrence of Disaster along Earthquake, Typhoons and landslides we use the Likert
scale : Range Interpretation
4.20 -5.00 Highly Prepared (HP)
3.40 – 4.19 Prepared (P)
2.60 – 3.39 Moderately Prepared (MP)
1.80 – 2.59 Less Prepared (LP)
1.0 – 1.79 Not Prepared (NP)
18. Methodology
Data Scoring: To determine the level of preparedness of the schools common
occurrence of Disaster Risk Reduction Along Prevention and Management we use the
Likert scale :
Range Interpretation
4.20 -5.00 Highly Aware (HA)
3.40 – 4.19 Aware (A)
2.60 – 3.39 Moderately Aware (MA)
1.80 – 2.59 Less Aware(LA)
1.0 – 1.79 Not Aware (NA)
19. Methodology
c. Ethical Issues
This research will examine ethical questions and considerations before the data
will be collected. The panel members worked as an ethics review commission and
investigate the researchers.
Voluntary Participation. The participants could choose not to take part in the
study, which will be done to preserve their privacy.
Privacy and Confidentiality. The study's records will be kept private as much as the
law allows. This study abides by the regulations of the Data Privacy Act of 2012, which was
established to safeguard respondents from improper processing of their personal information
and reassure them that their responses cannot be traced back.
20. Methodology
d. Ethical Issues
This research will examine ethical questions and considerations before the data will be
collected. The panel members worked as an ethics review commission and investigate the researchers.
Voluntary Participation. The participants could choose not to take part in the study, which will
be done to preserve their privacy.
Privacy and Confidentiality. The study's records will be kept private as much as the law allows.
This study abides by the regulations of the Data Privacy Act of 2012, which was
established to safeguard respondents from improper processing of their personal information
and reassure them that their responses cannot be traced back.
21. Methodology
c. Ethical Issues
Plagiarism. The researchers will employ turn-it-in software to avoid plagiarism
and ensure that their work did not appear to have been submitted as someone else's.
When merging ideas from many writers and experts, the researchers carefully adhered to
a precise and appropriate reference style. Using the Turnitin and Grammarly tools, this
work was verified for grammar and plagiarism.
Fabrication. The data will be recorded as accurately as is reasonably possible.
Therefore, it is illegal to purposefully support false conclusions or create inaccurate data
and findings.
22. Methodology
Falsification. When no proof that the work had been intentionally altered to
meet a model or theoretical premise, falsification will also be considered.
d. Data Analysis Techniques
The data will be treated statistically using the following statistical tools:
Summation, frequency, percentage, and weighted mean will be used in assessing the
extent of preparedness of the schools on disaster risk reduction. Weighted mean will be
used to assess the level of preparedness of schools in disaster preparation. Rank will be
used to determine initiatives, interventions, and disasters encountered by the teachers.
23. Work Plan and Timeline
Milestone Activity Duration Start Date End Date
1. Planning and
Design
- Define research objectives, research questions, and scope of the study.
1 week December 4, 2024
December 10,
2024
- Develop a detailed research plan including methodology (quantitative).
- Create data collection instruments (e.g., surveys questionnaires guides).
1 week
December 11,
2024
December 18,
2024
- Submit research plan for ethical review and obtain approval.
2 weeks
December 20,
2024
January 3,
2025
2. Data
Collection
- Recruit participants (students, teachers, parents).
2 weeks January 13, 2025
January 24,
2025
- Obtain informed consent from participants.
- Conduct surveys, or focus groups to gather data on disaster preparedness.
3 weeks January 27, 2025
February 14,
2025
3. Data Analysis
- Prepare and clean the collected data for analysis.
1 week February 17, 2025
February 21,
2025
- Analyze data using appropriate methods (e.g., statistical analysis for surveys,
thematic analysis ). 2 weeks February 24, 2025 March 7, 2025
4. Completing
the Research
Paper
- Write the research paper, including introduction, literature review,
methodology, results, and discussion. 4 weeks March 10, 2025 April 4, 2025
- Revise the paper based on feedback from peers or supervisors. 2 weeks April 7, 2025 April 18, 2025
5. Dissemination
of Final Results
- Finalize the research paper for submission. 1 week April 21, 2025 April 25, 2025
- Present findings to school administrators and relevant stakeholders.
1 week April 28, 2025 May 2, 2025
- Submit the final paper to academic journals or other platforms for publication. 1 week May 5, 2025 May 9, 2025
- Share results through conferences, workshops, or other dissemination channels.
2 weeks May 12, 2025 May 23, 2025
24. Cost Estimates
EXPENSES Unit Unit Price AMOUNT
1. Supplies and Materials
Bond Paper (A4 Sized) 15 reams 250 Php 3,750
Folders 100 pcs 10 Php 1,000
Ink (Canon 790) 3 sets 1,600 Php 4,800
Ballpen 3 boxes 75 Php 225
Stapler 2 pcs 200 Php 400
Staple wires 2 boxes 50 Php 100
2. Travelling expenses for all teachers (__) to barangay and sitio.
Good for 5 weeks (Distribution and retrieval of the survey
questionnaires)
30 Php 4,200
3. Communication Expenses
Load card for 3 researchers 1 month 500 Php 1,500
4. Food
Good for 10 days (Distribution and retrieval of the survey
questionnaires)
5 pax 80 Php 2,400
5. Dissemination/Advocacy Materials
Flyers 2,000
TOTAL Php 20,375.00
25. Plans for Dissemination and Utilization
The results of the study will be disseminated to different stakeholders of the school. This includes
the internal and external stakeholders. This will also be discussed during General Conferences like Parent-
Teacher meetings. The aim of disseminating the research results is to have a collaborative understanding and
to have shared reflections about the study.
The study will then be included in the different significant plans of the school. Through this, Naval
District 4 will uplift its Disaster Risk Reduction Management Preparedness of Selected Schools in Naval
District 4: Basis for Policy Recommendations and Intervention.Furthermore, we also tap the parents to be
responsible for the utilization of this study who will support their children.
26. Advocacy
These advocacy initiatives will be undertaken to enhance school resilience, foster a culture
of safety, and support the well-being of students, teachers, staff, and parents.
1. Awareness and Education - activities to be done on this, includes disaster awareness
campaign, integrating DRRM in curricula and Student-led initiatives (Info Drive Campaign).
2. Infrastructure and Safety
3. Community engagement
4. Policy advocacy-
5. Capacity Building – Teacher and student training and disaster response teams.
6. Partnership and collaborations
27. References
Aggarwal, R., & Ranganathan, P. (2019, January 1). Study designs: Part 2 - Descriptive studies. Perspectives in
Clinical Research. Wolters Kluwer Med know Publications. https://doi.org/10.4103/picr.PICR_154_18
Asio, J. M. R. (2021). Disaster Awareness and Level of Compliance to Disaster Programs in a Highly Urbanized City.
Aquademia, 5(1), ep21003. https://doi.org/10.21601/aquademia/9581
Cubillas AU,Aviles GM and Cubillas TE. (2022). Awareness, compliance and implementation of disaster risk
reduction and management in flood prone public elementary schools in Butuan City, Philippines.9(4):156-171.
DepEd Order No. 37, s. 2015, The Comprehensive Disaster Risk Reduction and Management (DRRM) in basic
Education Framework. Retrieved from https://www.deped.gov.ph/2015/08/12/do-37-s-2015-the-comprehensive-
disaster-risk-reduction-and-management-drrm-in-basic-education-framework/
DepEd Order No. 45, s. 2015, Guidelines on School-Based Disaster Management (SBM) Grants for Fiscal Year (FY)
2014. Retrieved from https://tinyurl.com/3ecc98bb
Dikmenli, Y., Yakar, H., & Konca, A. S. (2018). Development of disaster awareness scale: A validity and reliability
study. Review of International Geographical Education Online, 8(2), 206–220.Retrived from
https://tinyurl.com/yrakj76y
