Teachers and Parents’ Perceptions on School Safety and Disaster Preparedness: Basis for the Formulation of School-Based Learning Continuity and Resilience Interventions Framework
DOI:
https://doi.org/10.65339/ijsis.V1.I2.54Keywords:
Disaster Preparedness, Disaster Risk Reduction Management, Learning Continuity, Resilience Education, Safe Learning Facilities, School Disaster Management, Stakeholder CollaborationAbstract
This study assessed the implementation of the Disaster Risk Reduction Management (DRRM) Program and the extent of disaster preparedness at Dasmariñas Elementary School during School Year 2024–2025 as a basis for developing a School-Based Learning Continuity and Resilience Interventions Framework. Guided by Republic Act No. 10121 and relevant Department of Education policies, the study employed a descriptive-comparative research design involving 35 respondents composed of 21 teachers and 14 parents. Data were gathered using an adopted, modified, and researcher-made survey questionnaire and analyzed using frequency, percentage, mean, standard deviation, ranking, and an independent samples t-test. Results showed that both teachers and parents perceived the DRRM Program as Very Well Implemented, with overall means of 4.776 and 4.622, respectively. Teachers perceived the school as Always prepared for typhoons, earthquakes, volcanic eruptions, and fire, with an overall mean of 4.769, whereas parents rated preparedness as Often, with an overall mean of 3.647. Significant differences were found between teachers’ and parents’ perceptions of both DRRM implementation and disaster preparedness, indicating greater awareness among teachers. Areas requiring improvement included community participation, safety training, emergency tracking systems, visibility of preparedness materials, parent involvement, and selected hazard-specific measures. The study recommends strengthened stakeholder collaboration, regular training and capacity-building, continuous monitoring and evaluation, and utilization of the proposed Child-Centered School-Based Learning Continuity and Resilience Interventions Framework. The study supports SDG 4 – Quality Education, SDG 11 – Sustainable Cities and Communities, and SDG 17 – Partnerships for the Goals by promoting safe learning environments, disaster resilience, educational continuity, and stakeholder collaboration. It contributes to educational, community, institutional, and governance sustainability by strengthening preparedness, shared responsibility, and continuity of learning during emergencies.
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Copyright (c) 2026 Ilyn P. Javelosa, Ermito O. Lambang, Sheena Rhys C. Descallar (Author)
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