ABSTRACT
This study determined the significant relationship between school administrators’ preparedness and response strategies in managing crisis situations in Lao Integrated School and Linao National High School, Ormoc District 3, Ormoc City Division. It employed a descriptive-correlational research design using an adapted survey tool based on the DepEd Disaster Risk Reduction and Management (DRRM) Manual (2020) and the framework of Prew (2011) on “Building School Leadership for Crisis Management.” The questionnaire assessed administrators’ preparedness strategies in terms of crisis management planning, training and capacity building, communication strategies, resource management and infrastructure, psychosocial support and recovery, and policy monitoring and collaboration, as well as their response strategies in terms of immediate response and decision-making, communication and collaboration, learner and staff safety, resource mobilization and containment, psychosocial response and support, and post-incident recovery planning. The findings revealed that both preparedness and response strategies of school administrators were rated very high, indicating a strong culture of safety and readiness in the schools. Statistical analysis further showed a strong positive and significant relationship (r = 0.912, p = 0.000) between preparedness and response strategies, suggesting that well-prepared administrators are more capable of responding effectively to crises. Therefore, the study concludes that proactive planning, continuous capacity-building, and efficient coordination are essential factors in strengthening school crisis management and ensuring the safety and well-being of the school community.
Keywords: School Administration, Crisis Management, Preparedness, Response Strategies
INTRODUCTION
In education, curriculum plays a crucial role in determining the quality and effectiveness of teaching and learning process. It serves as a roadmap for teachers, outlining the essential knowledge, skills, and values that students need to acquire. The curriculum acts as a guide for teachers to ensure that they cover all necessary content and objectives within a given time frame (Toledo, 2024). Furthermore, a well-designed curriculum reflects the educational goals and values of the school, aligning them with the needs and aspirations of the learners especially in literacy.
It is our responsibility as school heads to ensure that learners are well-taken care of and that their well-being is emphasized. This includes promoting inclusiveness, creating a positive and nurturing learning environment through establishing support systems and implementing strategies that prioritize the mental, emotional, and physical well-being of students. A thing to remember here is that students’ well-being is not just limited to their academic performance but also encompasses their social and emotional development.
Above all, it is important for the school heads to provide effective and efficient leadership in the core operations of schools, such as teaching and learning. Giving support to teachers, promoting collaboration, and fostering a culture of continuous improvement are all essential in ensuring that schools achieve academic excellence. Teachers are the backbone of the education system, and instructional leaders must empower the teachers and create an environment where they can thrive professionally.
In today’s dynamic and often unpredictable world, crises in school environments have become increasingly common. Schools are vulnerable to a wide array of potential disruptions, including natural disasters, public health emergencies, security threats, and technological failures. These crises can severely impact school operations, interrupt the educational process, and pose significant risks to the safety and well-being of students, staff, and the broader school community. School administrators, therefore, face a growing responsibility to not only manage such crises effectively but also to prepare their institutions to withstand these challenges. Crisis management in school administration encompasses the systematic planning, execution, and review of strategies designed to mitigate, respond to, and recover from emergencies. A well-structured crisis management plan can prevent chaos during emergencies and ensure that schools can continue functioning with minimal disruption. As noted by Smith (2018), effective crisis management begins with comprehensive planning and preparation, which enables schools to identify potential risks, allocate resources, and develop protocols for quick and efficient responses. Schools that fail to implement such proactive measures often find themselves unprepared, leading to increased damage and longer recovery times.
The importance of crisis management has been highlighted by recent events such as the COVID-19 pandemic, which significantly disrupted the global education sector. Schools had to rapidly adapt to new health protocols, remote learning technologies, and ever-changing government guidelines. According to Miller et al. (2021), schools that had crisis management strategies in place were able to adjust more smoothly, while those without adequate plans struggled to maintain continuity in education. This illustrates the critical role of preparedness in ensuring educational institutions can navigate unexpected situations. In addition to planning, communication plays a central role in managing crises in schools. A breakdown communication can lead to confusion, panic, and delayed responses. Jones &Harris (2020) emphasize that school leaders must establish clear communication channels and protocols to ensure timely dissemination of accurate information to students, parents, and staff. During crises, misinformation can spread quickly, exacerbating the situation. Thus, having a reliable communication system is vital in minimizing disruptions and maintaining order.
Moreover, the growing complexity of modern crises calls for school administrators to engage in collaboration with external agencies. As Brown & Taylor (2019) argue, no school can handle every crisis on its own. Partnerships with local emergency services, healthcare providers, and mental health professionals can provide crucial support during and after crises. These collaborations ensure that schools have access to the expertise and resources necessary to handle emergencies effectively, thereby reducing the burden on internal staff. Leadership also plays a pivotal role in the success of crisis management efforts. Strong leadership fosters a culture of preparedness, where both staff and students are aware of the procedures to follow during emergencies. As noted by Thompson (2019), leaders who are decisive and empathetic can significantly influence the outcome of a crisis, ensuring swift recovery and a return to normalcy. Leaders must not only respond to crises but also guide their schools in learning from each experience, enhancing future preparedness. Thus, the necessity of an effective crisis management strategy in school administration cannot be overstated. And it is in this premise that this study was formulated to determine the significant relationship between school administrators’ preparedness and response strategies in managing crisis in school. A proposed instructional supervision plan will be formulated based on the findings of the study.
This study determines the significant relationship between school administrators’ preparedness and response strategies in managing crisis in school in Lao Integrated School and Linao National High School, Ormoc District 3, Ormoc City Division. The findings of the study will be the basis for the proposed instructional supervision plan.
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