This study determined the level of DRRM practices of school principals in the ten (10) public elementary school of the fifth district of the division of city schools manila for SY 2019-2020. The study with the title "Disaster Risk Reduction Management Practices of School Principals: Towards School Based Policy Guidelines" is especially designed to meet the requirements of the ever-changing needs of the schools in managing disaster.
The prevailing situations our nation is facing nowadays is the compelling reason why this study came into existence. Children, most especially in elementary schools are the ones to benefit if practices in DRRM are presented firmly and effectively. As provided by RA 10121 or the Philippine DRRM act of 2010, the concern agencies must deliver or provide a proactive approach in addressing risk in disaster, wherein its main focus is to prepare locals from imminent risk during disaster. It also stipulated the need of integrating DRR to school curricula in all levels and areas.
The results and recommendations of this study, though it is everybody’s concern, is pointing to the school principals that they should carry the burden on addressing the need of properly practiced DRR management to create a safe learning environment.
Table of Contents
1. Introduction
2. Theoritical Considerations
3. Methods
4. Results
4.1 Statistical Analysis
4.1.1 Overall DRRM Practices
4.1.2 Demographical Variables
4.1.3 DRRM Practices of School Principals
4.1.4 Significant Difference as Grouped According to Profile
4.2 Data Analysis
4.2.1 Experiences Encountered in Handling DRRM practices
4.2.2 Challenges Encountered in Dealing with DRRM practices
4.2.3 Recommendations Suggested in Handling DRRM practices
5. Conclusions and Recommendations
6. Reference Cited
7. Acknowledgement
Research Objectives and Themes
The primary objective of this study is to assess the level of Disaster Risk Reduction Management (DRRM) practices among school principals in public elementary schools to develop school-based policy guidelines that enhance safety and disaster preparedness.
- Evaluation of current DRRM practices in educational settings.
- Analysis of the relationship between principal demographic profiles and their DRRM performance.
- Identification of qualitative experiences and challenges faced by school administrators during disaster management.
- Formulation of strategic recommendations for improved school-based disaster policy.
Excerpt from the Book
DRRM Practices of School Principals
As to the level of Disaster Risk Reduction Management Practices of School Principals as indicated by the data presented by the respondents it obtained an average weighted mean of 3.76 “Highly Practiced”, despite the fact that it all got description “Highly Practiced” it revealed that among the five disaster risk reduction management indicators; disaster mitigation, disaster preparedness A & B, disaster response and recovery management, it turned out that Disaster Mitigation obtained the highest mean of 3.81 denoting “Highly Practiced” descriptive equivalent rating while the area on Recovery Management, which focuses on the prepositioning of materials/resources needed after a disaster and caring for the victims and providing the facilities and services, obtained the lowest mean with only 3.70 described as “Highly Practiced”. These results clearly manifest that the respondents are more focused on mitigating disaster than preparing and exhausting resources in for post disaster services.
It also appears that the level of disaster risk reduction management practices of school principals obtained an overall weighted mean of 3.76 denoting a descriptive rating of “Highly Practiced” but comparing it to the descriptive limit of 3.41-4.20, there still exists a similarly large gap of numbers to be considered to attain the perceived maximum limit. This only shows that the respondents comparably perform these skills. It can be concluded that the area of Disaster Preparedness B, which focuses on obtaining, prepositioning of materials/resources needed to prepare for a disaster, being the lowest in rank seems to be the most crucial because given the fact that you have scored high in mitigating disaster, when at a given time, disaster happens and you fall short on preparation, most specially the materials, resources needed it will aggravate the situation turning disaster into a disaster again.
School principals will eventually find difficulty in this area considering the fact that there are no allocated funds or if there is, it will not be enough, on their hands to produce or acquire materials, resources needed outright.
Chapter Summaries
Introduction: This chapter highlights the critical necessity of systematic disaster preparedness plans in schools and emphasizes the responsibility of school principals in managing risk to ensure a safe learning environment.
Theoritical Considerations: This section applies the Chaos Theory to disaster management, suggesting that small, strategic adjustments in risk reduction practices can lead to significant positive outcomes in school safety.
Methods: The study utilizes a mixed-method research design, combining quantitative surveys with qualitative phenomenological group discussions to gather comprehensive data.
Results: This chapter presents the statistical analysis of DRRM practices and demographic profiles, alongside qualitative findings regarding the specific experiences and hurdles encountered by principals.
Conclusions and Recommendations: This concluding chapter synthesizes the study's findings into actionable policy guidelines for principals, teachers, and future research initiatives to improve disaster resilience.
Reference Cited: A compilation of academic sources and literature supporting the study's framework and findings.
Acknowledgement: A personal expression of gratitude toward the divine, academic mentors, and colleagues who supported the research process.
Keywords
Disaster Risk Reduction, Management Practices, Policy Guidelines, School Principals, Disaster Preparedness, Disaster Mitigation, Recovery Management, School Safety, Mixed-Method Research, Chaos Theory, Educational Administration, Risk Management, Disaster Response, Public Elementary Schools, Philippine DRRM Act.
Frequently Asked Questions
What is the core focus of this research?
The research examines the effectiveness of current Disaster Risk Reduction Management (DRRM) practices implemented by school principals in public elementary schools and aims to propose school-based policy guidelines.
What are the primary themes addressed in the study?
The main themes include disaster mitigation, preparedness, response, and recovery management, as well as the challenges associated with resource allocation and policy implementation in schools.
What is the ultimate goal of this research?
The goal is to provide school administrators with a clear, policy-driven framework to improve their disaster risk management capabilities and create a safer, more resilient environment for students.
What research methodology was employed?
The study uses a mixed-method approach, integrating quantitative descriptive surveys with qualitative phenomenological group discussions to capture both broad metrics and nuanced practical experiences.
What does the main body of the work cover?
It covers theoretical frameworks like Chaos Theory, statistical analysis of DRRM implementation levels, and a thematic analysis of the real-world obstacles and experiences of school principals.
Which keywords characterize this academic work?
Key terms include Disaster Risk Reduction, Management Practices, Policy Guidelines, School Safety, and Disaster Preparedness.
How did the study distinguish between different areas of DRRM?
The study analyzed five distinct indicators: disaster mitigation, disaster preparedness (A & B), disaster response, and recovery management to determine where principals excel and where they face difficulties.
What significant findings were revealed regarding professional profiles?
The research found a significant correlation between a principal's age, sex, years of experience, and DRRM training level with their management practices, while finding no significant difference based on civil status or educational qualification.
What specific resource challenge does the author identify?
The author highlights that even with high mitigation scores, schools often struggle with "Disaster Preparedness B"—specifically the pre-positioning of materials—due to a lack of allocated funding.
- Citation du texte
- Edwin Jasojaso (Auteur), 2029, Disaster Risk Reduction Management Practices of School Principals, Munich, GRIN Verlag, https://www.grin.com/document/537349
