Implementation of Disaster Risk Reduction and Management in the Context of Inclusive Education
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 19, Issue 6
Abstract
Natural disasters and emergencies impose significant challenges on schools’ capacity to maintain an inclusive educational environment, which contributes to inadequate protection of learners during and after disasters. The objective of this study was to determine the level of DRRM implementation and compliance in selected public schools in Tanay Sub-Office, Schools Division Office of Rizal. It further sought to determine the significant difference in the level of DRRM implementation and compliance between schools implementing inclusive education programs and regular high schools. The study utilized a descriptive-inferential methodology. The data were collected using a researcher-made survey questionnaire anchored on the DepEd School DRRM Manual. One hundred thirty-eight (138) public secondary school teachers from Tanay Sub-Office participated in conduct of the study. The findings revealed that DRRM measures have been widely implemented in all four DRRM areas: prevention and mitigation, preparedness, response, and post-disaster recovery and rehabilitation. Schools were also found to be compliant with the Comprehensive Schools Safety pillars. Furthermore, the study found no significant difference in the level of DRRM implementation when participants are classified in terms of their school type. However, in terms of level of DRRM compliance, the study revealed that schools offering inclusive education programs had a higher level of DRRM compliance compared to regular high schools, particularly in School Disaster Management and Risk Reduction and Resilience Education. The study recommends that the Department of Education update its Comprehensive DRRM policy and support framework, ensuring they align with global standards. Future research should consider investigating factors that contribute to higher DRRM implementation and compliance in schools offering inclusive education programs.
Authors and Affiliations
Thedem Alarte
Keywords
Related Articles
- EP ID EP759068
- DOI doi: 10.5281/zenodo.11115432
- Views 20
- Downloads 0
Organizational Climate, Transformational and Ethical Leadership: A Structural Equation Model on Organizational Commitment of Teachers
This study determined the best-fit model on teachers’ organizational commitment as influenced by organizational climate, transformational and ethical leadership of school heads among public elementary schools in Region X...
Adversity Quotient® as Mediating Variable to Depersonalization and Job Performance of Public Elementary School Teachers
The present study aims to determine the mediating effect of Adversity Quotient® on the relationship between Depersonalization and Job Performance of Public Elementary Schools Teachers. Specifically, the study determi...
Social Support Networks and Teachers Well-Being among Elementary Teachers of Monkayo West District
The aim of this study is to determine the relationship between social support networks and teachers' well-being, particularly in the context of stress, workload, and psychological challenges. It underscores the pivotal r...
A Mixed-Method Research on Stress among Government Workers: Analysis Using the Health and Safety Executive Management Standards
This study examined the government workers' experiences of stress in the workplace. This study aimed to test the significant relationships between the demographic profile of the respondents in terms of age group, gender,...
Students' Feedback and Challenges Encountered on Modular Distance Learning: Its Relationship to their Academic Performance in Science
This study aimed to determine the students' feedback and challenges encountered on modular distance learning and its relationship to their academic performance in Science from the different schools of Alamada North Cotab...