ABSTRACT
The study evaluated the proficiency of school leaders in disaster management and the implementation of Disaster Risk Reduction and Management (DRRM) programs in selected schools in the Caloocan North District, involving 136 teachers and 33 school leaders from four schools. Using a descriptive-evaluative method and a survey via Google Forms, it analyzed proficiency levels and DRRM implementation using weighted mean, z-test, Pearson R, and Likert scale. Teachers rated school leaders' proficiency in preparedness, mitigation, and resiliency as moderately proficient, while school leaders rated themselves as highly proficient. Teachers identified a gap in capacity building for teachers, staff, parents, and learners, rating it as slightly proficient. The study found significant differences between teacher and school leader assessments of preparedness, mitigation, and resiliency, with teachers rating DRRM implementation as moderately implemented and school leaders rating it as highly implemented. Teachers identified deficiencies in early warning systems, community coordination, and recovery seminars. The study recommended disaster preparedness activities and capacity-building programs to enhance awareness and preparedness. A significant relationship was found between school leaders' proficiency and DRRM implementation, with a p-value of .03 indicating statistical significance.
Keywords: SDDRM, School leaders, Disaster, Disaster risk management, preparedness, mitigation, resiliency
INTRODUCTION
Disasters disrupt daily life and negatively affect people's quality of life, impacting social, economic, emotional, and psychological aspects (Rico, 2019). The Philippines, ranked third globally for disaster risk by the UN Office of Disaster Risk Reduction (2019), experiences numerous natural and man-made risks. In March 2022, Caloocan City experienced multiple earthquakes, highlighting the need for effective Disaster Risk Reduction and Management (DRRM) in schools. Despite the earthquakes causing no casualties, it remains the responsibility of school leaders and teachers to ensure student safety on school grounds (Jasojaso, 2020).
The Department of Education (DepEd), as part of the National Disaster Risk Reduction and Management Council (NDRRMC), emphasizes disaster risk reduction to improve access, quality, and governance in education. The Disaster Risk Reduction and Management Service (DRRMS) was established to promote a safe learning environment aligned with the Philippine DRRM Act of 2010 (RA 10121), focusing on prevention, mitigation, preparedness, response, recovery, and rehabilitation. According to Department Order no. 21, s. 2015, school heads are responsible for DRRM implementation and must appoint an SDRRM coordinator to lead the DRRM team, which includes coordinators, teachers, and volunteers.
However, studies highlight issues with DRRM implementation. Tamboboy (2020) identified the need for better integration of disaster risk information in school curricula. Borromeo (2022) found that while school heads report implementing DRRM programs, there is a lack of continuous training and meetings for damage assessment. Ventura (2022) noted that schools need to improve facility inspections, DRRM equipment assessments, evacuation center management, and student monitoring after disasters.
Despite disaster preparedness efforts, many still lack adequate information, exacerbating disaster impacts. Strengthening the school community's capacity to respond to disasters through enhanced disaster preparedness plans is crucial. This study aimed to assess school leaders' proficiency in DRRM and the extent of its implementation to empower individuals and groups to reduce disaster vulnerability.
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