PARTICIPATION OF INTERNAL STAKEHOLDERS IN

SCHOOL DISASTER RISK REDUCTION AND

MANAGEMENT PROGRAM AMONG PUBLIC
SCHOOLS IN CATANAUAN DISTRICT: BASIS FOR
DEVELOPMENTAL TRAINING PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 170-182
Document ID: 2023PEMJ740
DOI: 10.5281/zenodo.7973455
Manuscript Accepted: 2023-26-5
Psych Educ, 2023, 9: 170-182, Document ID:2023 PEMJ740, doi:10.5281/zenodo.7973455, ISSN 2822-4353
Research Article

Participation of Internal Stakeholders in School Disaster Risk Reduction and

Management Program Among Public Schools in Catanauan District:
Basis for Developmental Training Program
Rodel M. Morcilla*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the level of participation of the internal stakeholders in disaster risk reduction and
management programs of public elementary and secondary schools in the Catanauan District of the Division of
Quezon. This study utilized a descriptive research design and descriptive survey method. The Catanauan District
in the Division of Quezon served as the site of this investigation. The study covered the Catanauan District's 28
elementary schools, and 9 secondary schools. The respondents were head of school, SDRRM coordinator,
selected parents, and learners. They were selected using purposive and random sampling. This study utilized a
researcher questionnaire to gather data from the target respondents. Data were analyzed using weighted mean,
standard deviation, and pearson-r correlation. The results revealed that there is a significant difference on the
level of preparedness and level of implementation of the internal-stakeholders in school disaster risk reduction
and management programs at 0.05 level of significance. The existence of significant difference tells us that the
responses of the internal stakeholders vary significantly. Also, results revealed that all the respondents including
the school heads, DRRM coordinators, parents and learners are only on aware of disaster management and needs
improvement on training on disaster preparedness and implementation. The internal stakeholders including the
school heads, teachers, parents, and learners are aware of the procedures, policies, projects, and programs of the
school. This study recommended to adapt the proposed SDRMM developmental training program which discuss
DRRM topics, enabling the school internal and external stakeholders to undergo DRRM–related instruction and
capability training.

Keywords: awareness, implementation, participation, preparedness, disaster risk reduction, and climate
change adaptation.

Introduction teachers, staff, parents, and students can collaborate.

According to the Disaster Risk Reduction and

This chapter includes an introduction that describes the
issue and its context, a statement of the problems
expressed as questions that the study attempts to
address, the significance of the study, which identifies
who were benefited from the conclusions reached, and
the scope and limitation/delimitation, which specify
what were included and what was left out of the study.
The Department of Education urged local school
administrations to put emergency preparedness
procedures into action. Disaster consequences can be
lessened in schools by being prepared, especially for
the students and staff. Moreover, disaster risk
reduction and management involve not just averting
potential harm to school property but also coordinating
efforts to preserve lives and keep instruction from
being disrupted. Teachers, students, parents, and
members of their communities are all encouraged to
participate actively in disaster preparedness as this is a
powerful way to increase their awareness of risk
reduction. Russell (2018) as cited in the study of
Ronquillo (2020), believes that in order to ensure
school-wide safety and lessen the effects of
emergencies and other risky events, administrators,
Management Service (DRRMS, 2019), the Philippines
is subject to numerous risks, both natural and man-
made. Education are one of the industries that is most
vulnerable during calamities. Disasters frequently
interfere with instruction, regular operations in schools
and DepEd offices, and the lives of students, staff, and
other stakeholders in education. The DRRMS is the
driving force behind equipping students, staff, schools,
and offices to ensure safety and learning continuity;
institutionalizing Disaster Risk Reduction and
Management (DRRM), Climate Change Adaptation
(CCA), and Education in Emergencies (EiE) in the
scope of work across and within all levels of DepEd;
and strengthening the resilience of K–12 education in
the context of natural and human-induced hazards.
Moreover, according to the Philippine Atmospheric
Geophysical and Astronomical and Services
Administration (PAGASA), secondary hazards like
flooding and landslides are brought on by 19–20
tropical storms on average each year. In addition to
this, the nation is vulnerable to fires, earthquakes, and
volcanic eruptions. In addition, the potential of armed
conflict brought on by separatist and political

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Research Article

movements, violent extremism, conflicts based on

cultures and traditions, and acts of civilian violence
continue to loom large.
Relatively, DepEd Order no. 033, s. 2021, notes that
natural disasters, especially hydrometeorological ones
such as tropical cyclones, weather disturbances,
flooding, and storm surges, continue to pose a severe
threat to the Philippines. According to data from the
DepEd Enhance Basic Education Information System
(EBEIS), 47,188 schools reported having dealt with
natural hazards between the school years (SY)
2009–2010 and 2018–2019, including 39, 956 schools
that had to deal with tropical cyclones and 26, 221
schools that had to deal with flooding.
To address these vulnerabilities, the department issued
DO No. 83 s. 2011 and DO No.21 s. 2015, which
includes instructions on how to carry out protocols for
disaster risk reduction management, information
management, and disaster preparedness measures.
Concerning to this, all of the public elementary and
secondary schools in the Catanauan District of the
Division of Quezon have been impacted by floods,
landslides, and many tropical storms during the
previous two years. While some schools reported little
damage, others claimed substantial damage that caused
serious issues with how lessons were run.
coordinators/teachers, parents, and learners in disaster
risk reduction and management programs in terms of:
1.1. awareness;
1.2. preparedness; and
1.3. implementation
2. Is there a significant difference on the level of
participation of the internal stakeholders (school
heads, SDRRM Coordinators/teachers, parents, and
learners) in the school disaster risk reduction and
management programs?
3. Is there a significant difference on the level of
participation of the internal stakeholders between
public elementary and secondary schools in the school
disaster risk reduction and management programs?
4. Is there a significant relationship between:
4.1. the level of awareness and level of
preparedness;
4.2. the level of preparedness and level of
implementation; and
4.3. the level of awareness and level of
implementation?
5. What developmental training program could be
proposed by the researcher based on the findings of the
study?
Methodology

In order to address the problems and to establish the

The research approach that used to collect the data
direction of the SDRRM program in each school, this
required for this study were presented in this chapter.
study will specifically look into the level of internal
Its components include the research design, research
stakeholders’ participation in disaster risk reduction
locale, population and sample, research instrument,
and management among public elementary and
data gathering procedure, and the statistical treatment
secondary schools in Catanauan District of the
of data.
Division of Quezon. According to the researcher, the
output of this study was enabling the management to
Research Design
achieve the broad goals of disaster preparedness and
risk reduction. Public elementary and secondary In this study, the level of participation of internal
schools advised to have a directed and well-prepared
stakeholders in school disaster risk reduction and
disaster risk reduction and management program based
management programs were evaluated utilizing a
on the evaluation using practical and reliable
descriptive correlation and descriptive evaluative
instruments developed for this project.
method. Correlational approach is carried out to
measure two variables. This type of research is used to
Research Questions
explore the extent to which two variables in a study are
The primary purpose of this study is to assess the level related. The data was gathered using a survey method
of participation of the internal stakeholders in disaster through the distribution of the questionnaire.
risk reduction and management programs of public Participants in this study responded to questions that
elementary and secondary schools in Catanauan was asked via questionnaires.
District of the Division of Quezon. Specifically, it
Melchor (2020) defined descriptive research as a
seeks to answer the following questions:
purposive process of gathering, analyzing, classifying,
1. What is the level of participation of the internal and tabulating data about prevailing conditions,
stakeholders namely school heads, SDRRM

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Research Article
practices, processes, trends, and cause-effect
relationships and then making an adequate and
accurate interpretation about such data with or without
or sometimes minimal aid of statistical methods. Also,
this method ascertains prevailing conditions of facts in
a group under study that gives either qualitative or
quantitative, or both, descriptions of the general
characteristics of the group as results.
Research Locale
The Catanauan District in the Division of Quezon
served as the site of this investigation. Catanauan is
one of the towns in Bondoc Peninsula. The landscape
of Catanauan is described as hilly, rolling and
mountainous with isolated flat lands. The existing
rivers and creeks serve as potential for effective
drainage, more especially the Catanauan River.
Catanauan is politically subdivided into 46 barangays,
10 barangays in Poblacion area and 36 barangays in
barrios area. The most elevated portion is at barangay
San Jose which has a slope of 60% and greater.
Susceptibility to erosion is directly proportional to the
slope percentage and degree of susceptibility.
There are 28 elementary schools and 9 secondary
schools in the Catanauan District, totaling 37 public
institutions. The four geographical regions that the
schools are located in are the coastal, riverside,
mountainous, and urban areas. Two (2) schools are
situated in populated areas, six (6) are close by in
coastal areas, five (5) are by river sides, and the
remaining 24 are situated in hilly regions.
When choosing the location for the research, the
researcher concentrated on the current conditions in
which each school was coping with a natural disaster
specific to their area, particularly the typhoons, flash
flooding, landslides, and storm surge/tsunami.
The study covered the Catanauan District’s 28 public
elementary schools namely, Ajos Elementary School,
Anusan Elementary School, Bolo Elementary School,
Bulagsong Elemenray School, Camandiison
Elementary School, Catanauan Central School,
Cutcutan Elementary School, Dahican Elementary
School, Don Abadilla Elementary School, Doongan
Ibaba Elementary School, Ireneo L. Comiso
Elementary School, Macpac Elementary School,
Manuel Uy Ek Liong Elementary School, Milagrosa
Elementary School, Navitas Elementary School,
Perigreno C. Natividad Elementary School, San Isidro
Elementary School, San Roque Elementary School,
San Vicente Kanluran Elementary School, San Vicente
Silangan Elementary School, San Pablo Suha
Rodel M. Morcilla
Elementary School, Santa Maria Dao Elementary
School, Tagbacan Ibaba Elementary School, Tagbacan
Silangan Elementary School, Tagabas Ilaya
Elementary School, Tagabas Ibaba Elementary School,
Tuhian Elementary School, and 9 secondary schools
namely, Alejandro P. Libao National High School,
Catanauan National High School, San Jose Anyao
National High School, San Roque National High
School, Doongan Ilaya National High School, San
Isidro National High School, San Vicente Kanluran
National High School, Tagabas Ibaba National High
School, and Matandang Sabang Silangan National
High School .
Population and Sample
To gather the required information, this study
considered the four respondent groups. The first
category of respondents are the school heads, the
second is the school DRRM coordinators/teachers, the
third group are the parents and the last group, was the
learners. Purposive and random sampling was used in
this study to select the respondents.
The purposeful selection of the study's respondents
was used in choosing the school head and the SDRRM
coordinators, while the random sampling technique
was employed in choosing parents and learners as a
respondent.
Research Instrument
This study utilized a researcher questionnaire to gather
data from the target respondents. The questionnaire
was divided into three parts. The first part is about the
level of participation of internal stakeholders in school
disaster risk reduction and management programs in
terms of awareness. The second part is all about the
level of participation of internal stakeholders in school
disaster risk reduction and management program in
terms of preparedness. The third part of the instrument
is all about the level of participation of internal
stakeholders on school disaster risk reduction and
management program in terms of implementation.
Each part of the questionnaire was answered by the
internal stakeholder respondents namely school heads,
SDRRM coordinators/teachers, parents, and the
learners.
The questionnaire was designed into two sets, the first
set is for the s c h o o l h ead s and S D R RM
coordinators/teachers, while the second set is for
parents, and learners. The questionnaire was validated
by professional who is knowledgeable enough in the
field of research and with expertise in DRRM. The
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Research Article

researcher conducted a pilot test of the instrument to

the possible respondents of the study to test the
reliability and to diagnose the possible problems they
may encounter in administering the instrument.

Data Gathering Procedure

After the questionnaire has validated, permission to

perform the study was requested from the division and
district office. When approved, the researcher printed
out a paper copy of the instrument and created an
online process for respondents to complete the survey
using Google Forms. To protect the respondent’s
responses confidentiality, only the researcher was
allowed to access the Google forms or to collect the
hard copy of the questionnaire. After recovering all the
survey replies, they were totaled in tally forms. The
collected information and statistics were then
displayed in tables. Finally, an analysis and discussion
of the findings were conducted.
Results and Discussion
This chapter presents the data gathered, organized, and
processed statistically, and then carefully interpreted to
obtain information that would answer the problems
presented in Chapter 1. For organization purposes,
tables are arranged according to the statement of the
problems. Each one is immediately followed by
analysis, interpretation, and discussion.
Level Of Participation On School Disaster Risk
Reduction And Management Programs.
Table 1.1. Level of participation of the school heads
and SDRRM Coordinator in disaster risk reduction
and management programs in terms of awareness.
Table 1.1. presents the level of participation
(awareness) of the school heads and SDRRM
Coordinator in disaster risk reduction and management
programs. With regard to school heads, statement 10
yielded with the highest mean of 4.62 with
interpretation of very much aware while statement 18
yielded with the lowest mean of 4.19 with
interpretation of much aware with over-all weighted
mean of 4.40 and interpretation of very much aware.
Results revealed that the school heads are
knowledgeable on the availability and location of the
school DRRM facilities and equipment. However,
there is lacking on knowledge on climate change
adaptation. In addition, the school heads are only
knowledgeable on the basics of disaster management
but needs improvement on the important concepts
related to disaster management including climate
change adaptation.
With regard to SDRRM coordinators, statement 1
yielded with the highest mean of 4.70 with
interpretation of very much aware while statement 18
yielded with the lowest mean of 4.16 with
interpretation of much aware with over-all weighted
mean of 4.47 and interpretation of very much aware.
Results revealed that the SDRRM coordinators are
very knowledge on various kinds of disasters and
hazards that may affect the school facilities. However,
same with school heads, they are only knowledgeable
on the basics of disaster management but needs
improvement on the important concepts related to
disaster management including climate change
adaptation.

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Research Article
In general, level of participation (awareness) of the
school heads and SDRRM Coordinators in disaster
risk reduction and management programs yielded with
over-all weighted mean of 4.44 and interpretation of
very much aware. Results revealed that both the school
heads and SDRRM Coordinators possess high level of
disaster management literacy which is vital
components of disaster prevention education. In order
to equip the school leaders with the essential
understanding of disaster prevention, their disaster
prevention literacy needs to be cultivated first.
In the study of Mamhot (2019), as to disaster
prevention literacy, it can be conceptualized as the
development of the proactive attitude to apply disaster
prevention knowledge to cope with the disasters and
the capabilities to rehabilitate and improve life after
the disasters. Disaster prevention literacy is also
defined as the composite of multiple capabilities and
skills, including cognition, skills, and emotion, which
will enable an individual to respond, analyze, and
reflect in the face of disasters for the well-being of his
or her life.
Table 1.2. Level of participation of the parents and
learners in disaster risk reduction and management
programs in terms of preparedness.
Rodel M. Morcilla
Table 1.2. presents the level of participation
(awareness) of the parents and learners in disaster risk
reduction and management programs. With regard to
parents, statement 7 yielded with the highest mean of
4.30 with interpretation of very much aware while
statement 9 yielded with the lowest mean of 3.70 with
interpretation of much aware with over-all weighted
mean of 3.95 and interpretation of much aware.
Results revealed that the parents are knowledgeable on
various school signages. However, there is lacking on
knowledge on the importance of coordination with
local agencies in SDRRM program. Same with the
school heads, the parents are only knowledgeable on
the basics of disaster management but needs
improvement on the important concepts related to
disaster management including the connections of all
local offices on the success of the school DRRM.
With regard to learners, statement 12 yielded with the
highest mean of 4.27 with interpretation of very much
aware while statement 14 yielded with the lowest
mean of 3.68 with interpretation of much aware with
over-all weighted mean of 3.96 and interpretation of
much aware. Results revealed that the learners are very
knowledge on the basics of disaster preparedness
inside the classroom which can be attributed to the
quarterly nationwide simultaneous earthquake and fire
drill in the school. However, same with school heads
and parents, they are only knowledgeable on the basics
of disaster management but needs improvement on the
important concepts related to disaster management
including the importance of student-family
reunification protocol.
In general, level of participation (awareness) of the
parents and learners in disaster risk reduction and
management programs yielded with over-all weighted
mean of 3.95 and interpretation of very much aware.
Results revealed that both the parents and the learners
themselves have a firm grasp of the fundamentals of
disaster management and preparedness. The
effectiveness of the school's DRRM depends on the
involvement of a wide range of external stakeholders,
including parents and learners, who must be educated
in disaster management literacy, whereas, parents have
an important role in disaster preparedness through
individual and family disaster planning and by
addressing the concerns their children experience in
anticipation of disasters. Parents are also an important
source of support for children in post-disaster
environments
In the study of Covaciu (2020), it is clear that disaster
preparedness, response, and recovery should respect
the essential role of families by generating services
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Research Article
specifically designed to address their needs and their
capacities to recover in the post-disaster environment.
Disaster preparedness and intervention programs
should capitalize on the support that parents and
families provide while acknowledging and educating
families about the potential for differences in reactions
of family members. Post-disaster problems in
functioning among children and families should be
identified and interventions provided to those in need
of services.
Table 2.1. Level of participation of the school heads
and SDRRM Coordinator in disaster risk reduction
and management programs in terms of preparedness.
Table 2.1. presents the level of participation
(preparedness) of the school heads and SDRRM
Coordinator in disaster risk reduction and management
programs. With regard to school heads, statement 7
yielded with the highest mean of 4.46 with
interpretation of very much prepared while statement
13 yielded with the lowest mean of 3.59 with
Rodel M. Morcilla
interpretation of much prepared with over-all weighted
mean of 4.10 and interpretation of much prepared.
Results revealed that the school heads are despite of
limited knowledge on the important concepts related to
disaster management including climate change
adaptation, as professional and school leaders, they are
much willing to enhance their knowledge on disaster
m anagem en t by vo lun tarily attending the
seminars/LAC sessions related to DRRM as part of
their disaster preparedness. However, there is lacking
on training focusing on psychological first aid.
With regard to DRRM coordinators, statement 20
yielded with the highest mean of 4.43 with
interpretation of very much prepared while statement
14 yielded with the lowest mean of 3.76 with
interpretation of much prepared with over-all weighted
mean of 4.15 and interpretation of much prepared.
Results revealed that the SDRRM coordinators have
attended and prepared in accomplishing RaDaR.
However, they are lacking on preparation on the
meeting with barangay officials and other external
stakeholders.
In general, level of participation (preparedness) of the
school heads and SDRRM Coordinator in disaster risk
reduction and management programs yielded with
over-all weighted mean of 4.13 and interpretation of
very much prepared. Results revealed that both the
school heads and SDRRM Coordinators possess high
level of disaster preparedness but lacking on the
training on psychological first aid and reaching out the
potentials of external stakeholders in the process of
disaster management. School heads contribution to
disaster preparedness in schools is very important
because they are the administrators and have the
responsibility to ensure safety of learners. Learners’
safety in schools lies upon all internal stakeholders
represented by the principal who is to ensure all is
done and put in place, hence, they should raise
awareness of expected hazards and increasing both
knowledge of and active participation in appropriate
preparations, it can be hoped that these internal
stakeholders will respond more effectively to warnings
and behave safely when a disaster does occur. In
addition, school heads should encourage the school
community to take interest in disaster management
preparedness in school.
In the study of Dollete and Rogayan (2020), school
heads contribution was found to be significant
predictor of disaster management preparedness on
school ground however, the contributions were found
to have influence on school disaster management
preparedness.
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Table 2.2. Level of participation of the parents and
learners in disaster risk reduction and management
programs in terms of preparedness.
Table 2.2. presents the level of participation
(preparedness) of the parents and learners in disaster
risk reduction and management programs. With regard
to parents, statement 7 and 8 yielded with the highest
mean of 4.03 with interpretation of much prepared
while statement 9 yielded with the lowest mean of 3.54
with interpretation of much prepared with over-all
weighted mean of 3.75 and interpretation of much
prepared. Results revealed that the parents are very
much prepared to respond on various school signages.
However, there is lacking on preparedness to
coordinate with local agencies in SDRRM program.
The parents’ disaster preparedness is only limited on
the basics of disaster preparedness but lacking on
coordination both among internal and external
stakeholders.
With regard to learners, statement 4 yielded with the
highest mean of 4.41 with interpretation of much
prepared while statement 1 yielded with the lowest
mean of 4.00 with interpretation of much prepared
with over-all weighted mean of 4.21 and interpretation
Rodel M. Morcilla
of much prepared. Results revealed that the learners
are prepared to respond among the possible victims of
disasters. However, their knowledge on the types of
disasters is very much limited on the common types.
With this challenge, they might have limitation on the
assistance of school communities in mapping their risk
and protective factors or may hold leadership positions
within programs.
In general, level of participation (preparedness) of the
parents and learners in disaster risk reduction and
management programs yielded with over-all weighted
mean of 3.98 and interpretation of much prepared.
Results revealed that both the parents and the learners
themselves have a firm grasp of the fundamentals of
preparedness. Based on the results, special attention
should be paid to disaster education for parents and
learners, the disaster vulnerable groups. In this regard,
the disaster vulnerable groups should be identified and
accordingly special training should be adopted for
these people. It is worth noting that effective training
can prevent or reduce the effects of some disasters.
Trained people can protect themselves and others
better. As a result, training can reduce human and
financial loss due to disasters, which is regarded as a
more important issue for vulnerable people although it
has been less em ph asized and there is no
comprehensive training program. There are different
methods to train vulnerable people although no
method is the best method. Thus, it is necessary to plan
and design comprehensive educational programs for
parents and learners to be part of the school-wide
DRRM.
In the study of Pardillo and Perigua (2020), effective
measures for greater productivity and achieving the
desirable standards of education for parents and
learners such as evaluating the pathology of existing
educational activities for children, surveying
educational work, recognizing successful and effective
activities for children, involving the elites and thinkers
concerned with the issue, changing the ways of
education and culture, drawing up a vision document
and act accordingly with educational standards,
insisting on the continuity of programs, and using
educational technology experience. Finally, disaster
education is a functional, operational, and cost-
effective tool for risk management among parents and
learners.
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Table 3.1. Level of participation of the school heads

and DRRM Coordinator in disaster risk reduction and
management programs in terms implementation.

establishment of proper and regular coordination with

the barangay officials and other stakeholders.

In general, level of participation (implementation) of

the school heads and DRRM Coordinator in disaster
risk reduction and management programs yielded with
over-all weighted mean of 4.21 and interpretation of
very much implemented. Results revealed that both the
school heads and SDRRM Coordinators possess high
level of disaster response but lacking on establishment
of proper and regular coordination with the barangay
officials and other stakeholders. This can be resulted
on a failed bringing up the effective capacity
assessment data and information to enable cross-
community, sub-local, and local awareness of capacity
resources and needs, hence, maximization of the
potentials of the local community and other
stakeholders cannot be achieved.

In the study of Tan (2019), in order to develop an

effective school emergency management system, the
school DRRM officials and internal stakeholders must
involve the relevant stakeholders in the process.
Stakeholder involvement requires coordinating the
various groups as emergency operations and recovery
Table 3.1. presents the level of participation
operations plans are drawn up and exercised, as well as
(implementation) of the school heads and DRRM
during an event. Most of an DRRM manager’s work
Coordinator in disaster risk reduction and management
should be conducted between disasters and behind the
programs. With regard to school heads, statement 2
scenes, as he or she seeks to facilitate relationships
yielded with the highest mean of 4.59 with
among the stakeholders that will strengthen horizontal
interpretation of very much implemented while
linkages within the community and vertical linkages of
statement 7 yielded with the lowest mean of 4.05 with
the community with outside resources in higher levels
interpretation of much implemented with over-all
of government. These strong linkages will improve the
weighted mean of 4.23 and interpretation of much
flow of information, services, and supplies during a
implemented. Results revealed that the school heads
disaster. Nonetheless, emergency managers should not
are regularly conduct quarterly earthquake drill, fire
work in silence or in isolation. Such a mode of
drill and any other disaster preparedness drill.
operation produces inadequate plans that are not used
However, there is lacking on cascading the learned
during disasters. The only way to produce usable
information from DRRM seminars, trainings, and
emergency operations and recovery operations plans is
activities among the teachers.
through consultation and cooperation with all the
With regard to DRRM coordinators, statement 20 relevant agencies—taking their needs, resources, and
yielded with the highest mean of 4.62 with missions into account.
interpretation of very much implemented while
statement 14 yielded with the lowest mean of 3.89
with interpretation of much implemented with over-all
weighted mean of 4.17 and interpretation of much
implemented. Results revealed that as DRRM
coordinators, they regular accomplish the RaDaR as
part of their job. However, they are lacking on the

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Table 3.2. Level of participation of the parents and
learners in disaster risk reduction and management
programs in terms of implementation.
the parents and learners in disaster risk reduction and
management programs yielded with over-all weighted
mean of 4.12 and interpretation of much implemented.
Results revealed that both the parents and the learners
are knowledgeable on the application of evacuation
skills and using of different emergency hotlines if any
problem or any calamity occurs and attended different
seminars/trainings about disaster awareness and
preparedness. However, there is limitation on their
participation on the disaster response including
Student LED Watching Team and posting of signages
in the school. Thus, learners must learn about disaster
management, but in a manner that does not overburden
them. A creative approach could help familiarize them
with their surroundings and provide insights into
disaster risk reduction and preparedness measures,
emergency relief and long-term recovery.

According to Domingo and Manejar (2018), gaining

strength from their acquired bookish and practical
knowledge, students play a major role in not only
devising well-informed plans to face an eventuality but
also in handholding victims of a disaster through their
timely intervention.

Significant difference on the level of participation

of the internal stakeholder in school disaster risk
reduction and management programs.
Table 3.2. presents the level of participation of the
parents and learners in disaster risk reduction and Table 4. Significant difference on the level of
management programs in terms of implementation.
participation of the internal stakeholder in school
With regard to parents, statement 5 and 6 yielded with
disaster risk reduction and management programs in
the highest mean of 4.05 with interpretation of much
implemented while statement 3 yielded with the lowest terms of a w a r e n e s s , p r e p a r e d n e s s , and
mean of 3.76 with interpretation of much implemented implementation.
with over-all weighted mean of 3.96 and interpretation
of much implemented. Results revealed that the
parents are knowledgeable on the application of
evacuation skills and using of different emergency
hotlines if any problem or any calamity occurs.
However, the parents agreed that the school is lacking
on readable display of school plan about disaster.

With regard to learners, statement 15 yielded with the

highest mean of 4.49 with interpretation of very much
implemented while statement 10 yielded with the
lowest mean of 3.97 with interpretation of much
implemented with over-all weighted mean of 4.27 and
interpretation of very much implemented. Results
revealed that the learners have attended different
seminars/trainings about disaster awareness and
preparedness. However, the learners are not
performing well or not part of the Student LED
Watching Team.
Table 4 shows that the difference on the level of
In general, level of participation (implementation) of

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Psych Educ, 2023, 9: 170-182, Document ID:2023 PEMJ740, doi:10.5281/zenodo.7973455, ISSN 2822-4353
Research Article
awareness of the internal stakeholders in school
disaster risk reduction and management programs
differ significantly between school heads and parents
(p = .040); school heads and learners (p = .043);
SDRRM coordinators and parents (p = .011); and
SDRRM coordinators and learners (p = .012).
However, there is no significant difference on the level
of awareness between school heads and DRRM
coordinators (p = .994), likewise between learners and
parents (p = .076).
The results further illustrates that there is no
significant difference on the level of preparedness and
level of implementation of the internal stakeholders in
school disaster risk reduction and management
programs at 0.05 level of significance. The existence
of no significant difference tells us that the responses
of the internal stakeholders do not vary significantly.
Also, results revealed that all the respondents
including the school heads, DRRM coordinators,
parents and learners are only on stage 1 of disaster
management, disaster awareness and lacking on
training on disaster preparedness and implementation.
According to Hernandez et. al (2021), both the school
heads and teachers must be the first to have knowledge
on the stages of disaster management and they will
transfer it to parents and learners. A school with
adequate plan for disaster management, which was
prepared through a participatory technique and
properly integrated into the policies and plans of the
community as a whole has major advantages over
schools that don’t. The level of effective management
of disaster might be solely dependent on this plan.
Hence, the safety of schools is important and DRR
aims at reducing the vulnerability to, and impact of
disasters on schools. It prepares both teachers and
students for potential disasters, thereby reducing the
impact of said disaster. If the students can then transfer
the knowledge to members of their families, it
becomes general knowledge and the community can
prepare as well.
Significant relationship on the level of participation
of internal stakeholders in school disaster risk
reduction and management programs.
Rodel M. Morcilla
Table 5. Significant relationship on the level of
participation of internal stakeholders in school
disaster risk reduction and management
programs.
Table 5 shows that the relationship between variables
is statistically significant (p = .000). The correlation
coefficients (r = 0.743, 0.836, 0.741) interpreted as
high positive relationships means that the increase in
one variable corresponds to the increase of the other
variable. It’s further illustrated that there is a
significant relationship between the level of awareness
and level of preparedness, level of preparedness and
level of implementation, and level of awareness and
level of implementation on school disaster risk
reduction and management program.
This indicates that all DRRM programs, projects, and
activities must be prepared and properly implemented
if the internal stakeholders, such as school
administrators, teachers, parents, and students, are
aware of the policies, procedures, projects, and
programs in place at the school. Moreover, the 3 stages
of disaster management including the awareness,
preparedness and implementation are good predictors
of school heads, teachers, parents, and learners’
performance in school disaster management.
According to Ginete (2017), schools need to
anticipate, plan for, and manage disasters that might
strike their people and/or facilities, thus, school heads,
teachers, parents, and learners’ performance in school
disaster management is very crucial in school disaster
risk reduction and management.
Proposed Developmental Training Program
Project IAMPART: A proposed SDRMM
developmental training program.
One of the challenges in the drive to build a prepared,
adaptive and disaster–resilient school in the country is
to promote public awareness on disaster awareness,
preparedness, and implementation and
The Philippines, one of the signatory countries in the
Hyogo Framework of Action (HFA), has been
constantly seeking for innovative means to educate the
general populace in response to HFA’s Priority Action
3: Use knowledge, innovation and education to build a
culture of safety and resilience at all levels.
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Research Article
The Project IAMPART (Implementation of Awareness
Program for Disaster Management, Parental
In volvem en t in SDRRM, A cqu isition and
dissemination of disaster risk reduction and
management (DRRM) information materials,
Recognition of Community and other Stakeholders in
Building disaster resilient school, Institutionalization
of SDRRM TORCH (Text or Call Hotline)
The Project IAMPART is the school-based program’
proof of commitment to the realization of the HFA’s
priority action 3.
The Project IAMPART paves the way for the public
exposition and access of disaster risk reduction and
management (DRRM) information materials. The
project showcases a developmental training program
which discuss DRRM topics, enabling the school
internal and external stakeholders to undergo
DRRM–related instruction and capability training.
Conclusion
The following are the conclusions of the study based
from the findings:
1. On the level of participation (awareness) in disaster
risk reduction and management programs, both the
school heads and SDRRM Coordinators possess high
level of disaster management literacy which is vital
components of disaster prevention education. In order
to equip the school leaders with the essential
understanding of disaster prevention, their disaster
prevention literacy needs to be cultivated first. Also,
both the parents and the learners themselves have a
firm grasp of the fundamentals of disaster management
and preparedness. The effectiveness of the school's
DRRM depends on the involvement of a wide range of
external stakeholders, including parents and learners,
who must be educated in disaster management literacy,
whereas, parents have an important role in disaster
preparedness through individual and family disaster
planning and by addressing the concerns their children
experience in anticipation of disasters.
2. On the level of participation (preparedness) in
disaster risk reduction and management programs,
both the school heads and SDRRM Coordinators
possess high level of disaster preparedness but lacking
on the training on psychological first aid and reaching
out the potentials of external stakeholders in the
process of disaster management. Also, both the parents
and the learners themselves have a firm grasp of the
fundamentals of preparedness. Based on the results,
Rodel M. Morcilla
special attention should be paid to disaster education
for parents and learners.
3. On the level of participation (implementation) in
disaster risk reduction and management programs,
both the school heads and SDRRM Coordinators
possess high level of disaster response but lacking on
establishment of proper and regular coordination with
the barangay officials and other stakeholders. This can
be resulted on a failed bringing up the effective
capacity assessment data and information to enable
cross-community, sub-local, and local awareness of
capacity resources and needs, hence, maximization of
the potentials of the local community and other
stakeholders cannot be achieved. Also, both the
parents and the learners are knowledgeable on the
application of evacuation skills and using of different
emergency hotlines if any problem or any calamity
occurs and attended different seminars/trainings about
disaster awareness and preparedness. However, there
is limitation on their participation on the disaster
response including Student LED Watching Team and
posting of signages in the school. Thus, learners must
learn about disaster management, but in a manner that
does not overburden them. A creative approach could
help familiarize them with their surroundings and
provide insights into disaster risk reduction and
preparedness measures, emergency relief and long-
term recovery.
4. The results further illustrates that there is no
significant difference on the level of preparedness and
level of implementation of the internal stakeholders in
school disaster risk reduction and management
programs at 0.05 level of significance. The existence
of no significant difference tells us that the responses
of the internal stakeholders do not vary significantly.
Also, results revealed that all the respondents
including the school heads, SDRRM coordinators,
parents and learners are only on stage 1 of disaster
management, disaster awareness and lacking on
training on disaster preparedness and implementation.
5. The internal stakeholders including the school
heads, teachers, parents, and learners are aware of the
procedures, policies, projects, and programs in place at
the school, they must prepare and appropriately
implemented all the DRRM programs, projects and
activities. Moreover, the 3 stages of disaster
management including the awareness, preparedness
and implementation are good predictors of school
heads, teachers, parents, and learners’ performance in
school disaster management.
The following recommendations were drawn based
from the conclusions of the study:
1. The schools DRRM team may include the local
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Research Article
community nearby the schools including the barangays
and local government unit in the 3 stages of disaster
management by inviting team in various DRRM
activities to expose them on the needs of the schools
especially in terms of disaster preparedness and
participation and maximize their potentials in building
disaster resilient school.
2. Special attention may be paid to disaster
management education for parents and learner by
conducting DRRM trainings and programs for parents
and other external stakeholders.
3. The schools should invite other learners on the
conduct of Student LED Watching Team not just the
SSG/SPG officers but may select students in random
to expose other students in school disaster
management implementation.
4. Since the school heads, DRRM coordinators,
parents and learners’ disaster management level is
only on stage 1 of disaster management- disaster
awareness, the school DRRM team may conduct a
DRRM trainings focusing on disaster preparedness and
implementation.
5. Other researchers may conduct the same study but
may consider to expand the number of respondents and
to include the other external stakeholders as
respondents of the study and may consider the use of
qualitative approach in gathering and presenting the
results of the study to validate the quantitative results
of the study.
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Affiliations and Corresponding Information
Rodel M. Morcilla
Tagbacan Silangan Elementary School
Department of Education - Philippines
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