Knowledge, Attitudes and Practices in School Disaster Risk Reduction and Management of Elementary School Heads in Fourth Congressional District of Quezon: Basis for Development of School Safety Manual
DOI:
https://doi.org/10.65339/ijsis.V1.I3.182Keywords:
Comprehensive School Safety Framework, Coping Strategies, Disaster Preparedness, Disaster Risk Reduction Education, Elementary School Heads, Knowledge–Attitude–Practice Theory, School Disaster Risk Reduction and Management, School Safety Manual, Sustainable Development GoalsAbstract
This study assessed the knowledge, attitudes, and practices of elementary school heads in School Disaster Risk Reduction and Management (SDRRM) in the Fourth Congressional District of Quezon, Philippines, during School Year 2024–2025, as a basis for developing a School Safety Manual. Anchored on the Knowledge–Attitude–Practice Theory and Comprehensive School Safety Framework, the study employed a quantitative descriptive–correlational design involving 38 elementary school heads selected through cluster sampling. Data were collected using an expert-validated, researcher-developed questionnaire and analyzed through weighted means, standard deviations, and Spearman’s rank correlation. Findings revealed high overall SDRRM knowledge (M = 4.17, SD = 0.778), very favorable attitudes (M = 4.57, SD = 0.654), and consistently implemented practices (M = 4.44, SD = 0.654). Significant positive relationships were established between knowledge and attitudes (ρ = 0.544, p < .001), knowledge and practices (ρ = 0.480, p = .002), and attitudes and practices (ρ = 0.603, p < .001). Implementation challenges (M = 3.67, SD = 1.054) involved inadequate funding, limited technical expertise, infrastructure safety, instructional resources, and stakeholder coordination, despite consistently applied coping strategies (M = 4.29, SD = 0.750). The findings supported developing a localized School Safety Manual and recommended specialized training, sustained technical assistance, adequate resource allocation, and stronger stakeholder collaboration. The study aligns with Sustainable Development Goals 3, 4, 11, 13, and 17 by supporting school safety, educational continuity, community resilience, climate adaptation, and institutional partnerships. Its sustainability contribution lies in providing evidence-based guidance for strengthening school governance, inclusive disaster preparedness, resource management, and resilient learning environments.
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