International Journal of Advanced Research and Publications

ISSN: 2456-9992

A. Disaster Risk Reduction and Management of Different Secondary Schools: Basis for Schools DRRM Enhancement
Program

RONALD LEPRAN GENEROSO

Bauan Technical High School – Senior High School
Brgy. San Salvador, Lipa City, Philippines 0906-061-7592
ronaldleprangeneroso@gmail.com

Abstract: The study gathered feedback from different secondary schools heads in Bauan West District based on planning,
conveniences and equipment, implementation and integration and culture building; to ascertain the significant difference between the
level of disaster preparedness of male school heads and of those female school heads as well as the significant difference between the
level of preparedness of school heads who have served for one to five years as principals and of those who served for six to twenty-three
years and twenty-four years and above; to test the significant relationship among the profile variations and level of disaster preparedness
of the public school heads and lastly, to propose a program that will help in enhancing the present schools disaster risk reduction and
management implemented programs. The study was limited to schools heads of different secondary schools in Bauan West District. The
descriptive method of research used was used to gather information about the present condition and status of these employees in order to
test the hypothesis and to answer the questions concerning them.
The researchers used a standardized questionnaire developed by Fatma Ozmen from the Department of Educational Sciences, Faculty
of Technical Education at The University of Firat, Elazig, Turkey. This questionnaire was used by Ozmen on her study entitled “The
Level of Preparedness of the Schools for Disasters from the Aspect of the School Principals.” The researchers modified the instrument
to make it more in lined to the objectives of the current study as the main data gathering instrument.
The modified version is a four scale Likert’s type questionnaire of 20 items categorized into four namely Planning,
Conveniences and Equipment, Implementation and Integration and Culture Building. Four levels were determined to interpret the
responses on the given items such as ‘Always’ (4), ‘Occasionally’ (3), ‘Rarely’(2) and ‘Never’(1). Also, as part of the modification
processes, some of the items stated negatively were changed into a positive approach.
The hypothesis testing revealed that there is no significant difference between the level of disaster preparedness of male and female
principals. Also, there is no significant difference between the level of disaster preparedness of principals having diverse span of
experiences except for conveniences and equipment and culture building and there is also no significant relationship among the gender
and level of disaster preparedness. There is no significant relationship among the level of disaster preparedness and number of years,
except for integration and culture building.
The results of the study further revealed that A program for schools disaster risk reduction and management entitled
Oplan H.A.N.D.A. (Heads Alertness: Necessary during Adversity) is proposed to enhance the level of disaster preparedness of the school
heads.
Keywords: Disaster, Management, Risk Reduction, Secondary Schools

1. Introduction Aside from man-made disasters, this nation is really

Before 21st Century opened its gateways, disasters are
already present. They are either naturally-occurring or
made by humans. In Earth Science, where aspects of
the blue planet are being explored, disasters are defined
as abrupt occurrence resulting from a natural
catastrophe or man-made incidents that cause great
damage or even loss of lives. Indeed, Mamogale (2011)
described the term as a serious disruption of the
functioning of a community, causing widespread
human, material, economic or environmental losses
which surpass the ability of the affected society to cope
using its own resources. Disasters possess various
characteristics. These attributes might be seen by the
naked eye or not. According to Halpern and Vermeulen
( 2017), the relevant qualities of disasters include size,
cause, and by whether they were expected or not.
Timing is also associated to disaster where it gives both
logistical and emotional effects. These characteristics
differentiate one disaster to another, resulting to
different impacts.
In 2015, the United Nations Office for Disaster Risk
Reduction (UNISDR) divulged that there are 346
reported disasters in the whole wide world. In lined
with these cataclysms, 22,773 people died and 98.6
million individuals got affected. Also, 66.5 billion US
Dollars were lost due to economic damages. These
numbers are mere proofs that a disaster is
uncontrollable. There are times that it will happen even
on the most astonishing seasons.
susceptible to various natural calamities. With the fact
that the Philippines is located less an inch from the
Pacific Ocean where typhoons mainly originate,
structured with islands covered mostly by water, formed
by mountain ranges touching the moody clouds, painted
on the globe near the equator and sitted within the
membrane of the Pacific Ring of Fire, the house for
active volcanoes, this state is absolutely vulnerable to a
hundred-percent possibility of disaster manifestations.
No one can control when and where these disasters
will appear but everyone can be prepared for its coming.
Disaster preparedness plays a significant role in saving
life of an individual and on preventing unwanted
instances to happen. In addition, preparedness helps in
reducing tension among people for them to think calmly
and positively whenever a disaster is facing them.
Preparedness is also vital in diminishing high number of
casualties, victims and devastations. In preparing,
different agencies conduct drills, seminars, workshops
and orientations. Most of the time, these methods of
preparing were done nationwide, to reach more
communities in rural and urban areas. One specific
community that really needs to adapt, imitate and
perform these preparation skills is an academe which
involves a society of learners, learning facilitators and
leaders. In 2017, included in the DepEd Memorandum
No. 43, s. 2017 sent by the Department of Education for
Brigada Eskwela are the ways on how to ensure safe
learning facilities. It also gave emphasis on school
disaster management and associating disaster risk

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992
reduction to education. Additionally, DepEd participates
well whenever drills are programmed to be conducted
inside academic institutions. Through the collaborative
effort of all concerned, learning institutes can play a
crucial role concerning training and building a disaster
prevention culture, among various community groups
(Assimina, 2013). With the fact that disasters became
more frequent and spontaneous nowadays and safety in
schools where children and youths spend most of their
time shoud be maintained, the researchers had the motif
to conduct this quantitative research. It focused on the
school heads since they have a key role in any school
wide initiative through developing and reviewing
awareness policies, developing and revising emergency
response plans, holding emergency drills and trainings
to faculty memebers, staffs and students. With this, the
researcher tested the level of preparedness of different
public secondary schools at their district through the
readiness of plans, convenience amd equipment, disaster
preparedness related programs and capacity to integrate
present on the leaders of each scholarly grounds – the
school heads withrespect to their demographic profile.
The study was beneficial, first to the researcher. As the
study goes by, the researcher were able to learn on how
to apply different methods in data gathering, tabulation,
calculation and interpretation. They also got new
experiences that would surely help them to be better
researcher. Their five macro skills plus critical thinking
ability would be developed as they used them for the
betterment of their research. They would become more
innovative and critical in everything that they would be
doing.
The significance of the study also reached Bauan
Technical High School and all its sub-communities since
one of the participants of the research is the school head
of the institution. Besides, in case that the other schools
from the district have implemented programs that really
help in boosting the disaster preparedness, the
administration would adapt the project and apply it on
the campus. On the other hand, this research is a good
addition to the research library. With this, it would serve
as one of the resources and basis for the future
researchers who would prefer to have the parallel topic.
It would help them a lot for the reason that they do not
need to go to other links and places anymore since the
institution already have this research.
Moreover, this study would benefit the municipality of
Bauan, particularly the District Office of Bauan West.
Through this quantitative research, the superiors would
easily assess the preparedness of the school heads under
the district in terms of disaster readiness. In addition, the
office could also integrate the proposed ehnancement
program of the researcher most especially in developing
the present schools’ DRRM programs.
Similarly, it would also be vital to the participants of the
study. Through assessment, school heads would be
refreshed of the things that they need to do and have in
order for them to be fully equipped in times of
unforeseen accidents. They would be familiarized with
the great responsibilities that would be placed on their
shoulders in view of the fact that they must not only
prepare for themselves but for the whole community as
well. They have also personally evaluated themselves,
determined their strengths and weaknesses toward
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disaster preparedness and thought of several ways on
how to improve or change them. After this research was
conducted, it could be a basis for the programs that they
would implement inside their designated grounds as
chairs and leaders in school disaster risk and
management planning. Indeed, programs where everyone
in the school would profit are expected to be employed
subsequent to the appraisal happened.
As the school heads and superiors in the district benefit
from the study, the parents and students would be served
as well. They had ensured safety among well-prepared
school heads and scholastic grounds. There would be no
worries on the stay of the children and youths at their
second home—their schools
2. Methods
Research Design
The participants in this study were the school heads of
public secondary schools at Bauan West District. There
was no required age limit, sex, experience, designation
or position and other qualities to be a participant of this
study as long as they handle a public secondary school
which is located at Bauan West District. Using
purposive sampling, the researcher relied on his own
judgment in choosing the participants of this study. The
school heads of public secondary schools under Bauan
West District with a total of four (4) were used as the
participants of this study
In conducting the investigation, the researcher used a
standardized questionnaire developed by Fatma Ozmen
from the Department of Educational Sciences, Faculty
of Technical Education at The University of Firat,
Elazig, Turkey. This questionnaire was used by Ozmen
on her study entitled “The Level of Preparedness of the
Schools for Disasters from the Aspect of the School
Principals.” The researcher modified the instrument to
make it more in lined to the objectives of the current
study.
The modified version is a four scale Likert’s type
questionnaire of 20 items categorized into four namely
Planning, Conveniences and Equipment,
Implementation and Integration and Culture Building.
Four levels were determined to interpret the responses
on the given items such as ‘Always’ (4), ‘Occasionally’
(3), ‘Rarely’(2) and ‘Never’(1). Also, as part of the
modification processes, some of the items stated
negatively were changed into a positive approach.
Sampling Design
Using purposive sampling, the researcher relied on their
own judgment in choosing the participants of this study.
The school heads of public secondary schools under
Bauan West District with a total of four (4) were used as
the participants of this study.
3. Results and Discussions
Demographic Profile of the Respondents
Table 1
Demographic Profile of the School Heads in terms
of Gender
2
 International Journal of Advanced Research and Publications
ISSN: 2456-9992

Percentage with 3.5000 WM is the indicator where the school staffs, the
Gender Frequency members of the school community and the authorities of the
(%)
other related institutions are always working collaboratively
Male 2 50 in the development of school disaster risk reduction and
Female 2 50 management plans. With this, it is concluded that in terms of
TOTAL 4 100 planning, school heads under Bauan West District are always
ready with its composite mean of 3.7500.

Table 1 shows the demographic profiles of the Table 2.1

school heads under Bauan West District with respect to their Level of Disaster Preparedness of the School Heads
gender. With regards to this, it is clearly exhibited that the Based on Conveniences and Equipment’s
number of male principals is equal to the number of female Weighted Verbal
Indicators Rank
school heads with two (2) as the frequency. A total of four Mean Interpretation
(4) served as the participants of this study. 1. The moveable
goods are fixed to
3.5000 Always 3
Table 2 prevent the fall in
Level of Disaster Preparedness of the School Heads case of disaster.
Based on Planning 2. There is a
Weighted Verbal mechanism at
Indicators Rank school to turn off
Mean Interpretation
1. The principal the gas, electricity 3.2500 Occasionally 4.5
ensures the and water
inclusion of some automatically in
subjects that teach case of disaster.
3.7500 Always 2.5 3. The igniting and
the way of
protection towards burning substances
disasters in the are kept in closed 2.7500 Occasionally 6.5
curriculum. cupboards and
2. The school staff, containers.
the members of the 4. The lacks have
school community been determined
and the authorities and met for being 3.7500 Always 2
of the other related 3.5000 Always 4 prepared towards
institutions worked disasters.
collaboratively in 5. There are school
the development of based rescue teams
4.0000 Always 1
the school plan. in the frame of
3. A rescue plan urgent rescue plan.
was given to each 6. There are the
teacher to be 4.0000 Always 1 supplies such as
applied during a blanket, battery-
3.2500 Occasionally 4.5
disaster. powered radio, tent
4. The plans related and the like at
to the stages of a school.
prospective disaster 7. There are
(before, during and 3.7500 Always 2.5 alarming and early
2.7500 Occasionally 6.5
after) were warning systems at
developed at the school.
school. Composite Mean 3.3200 Always
Composite Mean 3.7500 Always Legend: 3.26-4.00=Always; 2.51-3.25=Occasionally; 1.76-
Legend: 3.26-4.00=Always; 2.51- 2.50=Rarely; 1.00-1.75=Never
3.25=Occasionally; 1.76-2.50=Rarely; 1.00-1.75=Never Table 2.1 displays the level of disaster preparedness
Table 2 reveals the level of disaster preparedness of of the school heads based on conveniences and equipment
the school heads based on planning. With this, it is shown preparations. On the table, it is clearly stated that there are
that all the school heads are always assuring that a rescue always school based rescue teams in each school in the frame
plan was given to each teacher to be applied during a of urgent rescue plan, as proven by its WM of four (4).
disaster, as reflected by its weighted mean of four (4). Second, school heads always assure that lacks have been
Following the said indicator, at the second rank are the facts determined and met for being prepared towards disaster and
that principals always ensure the inclusion of some subjects that moveable goods are fixed to prevent the fall in case of
that teach the way of protection towards disaster in the disaster, as verified by their WM’s of 3.7500 and 3.5000
curriculum and that plans related to the stages of a respectively. Meantime, it is occasionally practiced that there
prospective disaster are always being developed at the will be a mechanism inside the school grounds to
school, both having a WM of 3.7500. Last on the ranking, automatically turn off the gas, electricity and water in case of

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

disaster and that there will be blankets, battery-powered composite mean of 3.8750, it is concluded that the school
radios, tents and the like at school, with 3.2500 WM. Lastly, heads are always disaster ready in terms of programs and
keeping igniting and burning substances in close cupboards projects implementations.
and containers and putting alarming and early warning
systems at school are occasionally done by the heads, as Table 2.3
determined by their WM’s of 2.7500. Level of Disaster Preparedness of the School Heads
Based on Integration and Culture Building
Table 2.2 Verbal
Level of Disaster Preparedness of the School Heads Weighted
Indicators Interpret Rank
Based on Implementation Mean
ation
Weight Verbal 1. There is a conscious,
Indicators ed Interpretati Rank wide-awake school culture 3.7500 Always 2.5
Mean on for preventing disasters.
1. The drills 2. There is a mutual effort
related to the to enhance the level of the
action that Occasion
necessary skills and 3.2500 4.5
should be done ally
knowledge for everybody
during the at school.
4.0000 Always 1.5
disasters are 3. The participation of the
taken place families in the disaster Occasion
periodically as a 3.2500 4.5
prevention activities can be ally
part of school achieved.
curriculum. 4. The support and aid of
2. The principal some specialists such as
ensures the doctor, engineer,
participation of 3.7500 Always 2.5
electrician, etc. are
the teachers in obtained to be prepared for
4.0000 Always 1.5
the programs the disasters.
towards the 5. Some activities such as
disaster workshops, seminars,
preparedness. conferences are being
3. School realized to raise the level of 4.0000 Always 1
personnel and awareness for disasters at
students are school and school
continuously environment.
3.7500 Always 3.5
trained on
protection, Composite Mean 3.6000 Always
evacuation, and Legend: 3.26-4.00=Always; 2.51-3.25=Occasionally; 1.76-
rescue issues. 2.50=Rarely; 1.00-1.75=Never
4. Necessary In Bauan West District, the school heads ensure that
efforts have workshops, conferences and seminars are being realized to
been devoted raise the level of awareness for disasters in school and its
for 3.7500 Always 3.5 environment. These workshops, as stated by Mamogale
strengthening of (2011), give education regarding disaster preparedness to
the school build the human capacities to understand the most likely
buildings. risks, likelihood of disasters and their potential
Composite consequences. In addition, these trainings involve the
3.8750 Always
Mean continuous work towards the inclusion and mainstreaming of
Legend: 3.26-4.00=Always; 2.51-3.25=Occasionally; 1.76- disaster risk reduction into school curricula and into pre-
2.50=Rarely; 1.00-1.75=Never service teacher education and the encouragement of
education departments to develop a concrete policy in
Table 2.2 manifests the level of disaster support of the efforts of the curriculum divisions to integrate
preparedness of the school heads based on projects and disaster risk reduction into school curricula and to enhance
programs implementations. As justified by their WM’s of teachers’ skills in delivering effectively the disaster risk
four (4), on the first rank are the facts that drills related to the reduction concepts.
action that should be done during disasters are always taking Similarly, schools under the district have conscious and
place regularly as a part of the school curriculum and the wide-awake school culture for preventing disasters. This
principals always ensure the participation of the teachers in culture, as elaborated by Mamogale (2011), is something that
the programs towards the disaster preparedness. In addition, forms over time. Cultural approaches and paradigms must be
the indicators which have 3.7500 WM’s added the fact that taught early in schools to have real success. In building a
school personnel and students are always trained disaster prevention culture, school heads of Bauan West
continuously on protection, evacuation and rescue issues and District are always assuring that the support and aid of some
that necessary efforts are always being devoted for specialists such as doctor, engineer, and electrician are
strengthening of the school buildings. As proven by its obtained to be prepared for the disasters.
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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

Table 3.2
Table 2.4 Difference between the Level of Disaster Preparedness
Level of Disaster Preparedness of the School Heads Among
Weighted Verbal School Heads Demographic Profile (Years in Service)
Category Rank
Mean Interpretation Category F-value p-value Interpretation
Planning 3.7500 Always 2 Planning 7.0000 0.0741 Not Significant
Conveniences and Always Conveniences and
3.3200 4 22.7150 0.0154 Significant
Equipment Equipment
Implementation 3.8750 Always 1 Implementation 3.0000 0.1925 Not Significant
Integration and Always Integration and
3.6000 3 31.0000 0.0099 Significant
Culture Building Culture Building
Legend: Significant at p-value<0.05
Composite Mean 3.6360 Always
Legend: 3.26-4.00=Always; 2.51-3.25=Occasionally; 1.76- Table 3.2 presents the difference between the responses of
2.50=Rarely; 1.00-1.75=Never principals having diverse span of experiences as school
heads: 1-5 years, 6-23 years and 24 years and above. As
Table 2.4 summarizes the level of disaster marked by their p-values of 0.0154 and 0.0099
preparedness of the school heads depending on various correspondingly which both are less than 0.05, the given
dimensions. In all the categories, it is shown that the school confidence interval, there is significant difference between
heads of public secondary schools under Bauan West District the perceptions of the principals in terms of conveniences
are always disaster ready. With its composite mean of and equipment and integration and culture building.
3.6360, principals are always prepared in terms of planning, Meanwhile, with respect to planning and implementation,
conveniences and equipment settlement, projects and there is no significant difference between the insights of the
programs implementations and integration and disaster school heads with profile variations regarding the level of
prevention culture building. disaster preparedness. It is proven by their computed p-
values of 0.0741 and 0.1925 in that order.
Difference between the Level of Preparedness Depending on Relationship Among the Level of Disaster Preparedness and
Profile Variations the Profile Variations
Table 3.1 Table 4.1
Difference between the Level of Disaster Preparedness Relationship among the Level of Disaster Preparedness
Among and the School Heads Demographic Profile (Gender)
School Heads Demographic Profile (Gender) r- p- Interpretati Hypothes
Category
Category F-value p-value Interpretation value value on is
Planning 0.0000 1.0000 Not Significant 0.944 0.056 Not
Planning Rejected
Conveniences and 0 0 Significant
0.1712 0.9431 Not Significant
Equipment Conveniences
0.945 0.055 Not
Implementation 0.0000 1.0000 Not Significant and Rejected
0 0 Significant
Integration and Equipment
4.0000 0.4023 Not Significant
Culture Building Implementati 0.944 0.056 Not
Rejected
Legend: Significant at p-value<0.05 on 0 0 Significant
Integration
0.898 0.102 Not
Table 3.1 displays the difference between the perceptions and Culture Rejected
0 0 Significant
of male school heads and female school heads regarding Building
their level of disaster preparedness based on various Legend: Significant at p-value<0.05
categories. As shown above, there is no significant difference
between the level of disaster preparedness among male and Table 4.1 illustrates the relationship between the
female school heads. It can be seen that in all dimensions: level of disaster preparedness of the school heads and their
planning, conveniences and equipment, implementation and gender. As presented in the table, the hypothesis stating that
integration and culture building with p-values of 1.0000, there is a significant relationship between the gender and
0.9431, 1.0000 and 0.4023 respectively, the difference level of disaster preparedness of the public school heads at
between the responses of different genders are all not Bauan West District is rejected in all the four dimensions.
significant since the values of p are all greater than the given The computed p-values for planning, conveniences and
confidence interval, 0.05. equipment, implementation and integration and culture
building are 0.0560, 0.0550, 0.0560 and 0.1020
r- p- Interpreta Hypothes
Category correspondingly which are all less than the given confidence
value value tion is
interval of 0.05.
0.940 Not
Planning 0.0600 Rejected
0 Significant
Conveniences
0.934 Not
and 0.0660 Rejected
0 Significant
Equipment
Implementati 0.929 Not
0.0710 Rejected Table 4.2
on 0 Significant
Relationship among the Level of Disaster Preparedness
Integration
0.961
and Culture 0.0390 Significant Accepted
0
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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

and the School Heads Demographic Profile (Years in dness of the checked and Superinten-
Service) the updated plans dent
Legend: Significant at p-value<0.05 schools must be facilitated
under a day after the
Table 4.2 exhibits the relationship between the level Bauan planning sessions
of disaster preparedness of the school heads and the number West to the students,
of years they have been in service as principals. The District parents, teachers
hypothesis is rejected as in planning with a p-value of in terms and all persons
0.0600, conveniences and equipment with 0.0660 and of involved.
implementation with 0.0710, there is no significant plannin
relationship between the appraisal of the disaster readiness of g 1.c. Rescue and
the principals and the span of years they are spending being evacuation plans
heads. On the other hand, in terms of integration and culture posted in each
building, the hypothesis is accepted since it has a p-value of classroom must be
0.0390 which is greater than the confidence interval of 0.05. enhanced to well-
It shows a significant relationship between the number of visualized
years being spent by the school heads as principals and the portraits that
aforementioned dimension of disaster preparedness. could easily be
Therefore, it is concluded that not in all aspects, there is a accessed by all the
significant or there is no significant relationship between the people.
level of disaster preparedness and the number of years being
spent by the principals as school heads. 1.d. Transparency
The relationship attained between the demographic board showing the
profile based on the number of years and the level of disaster plans for disasters
preparedness among the school heads of Bauan West District might be posted
are due to various causes. Being disaster ready does not rely anywhere in the
on experience but on knowledge about the things that an campus, for the
individual should do in order to be safe and protected. community
Afedzie and McEntire (2010) point out that the state of members to be
knowledge regarding preparedness, response and recovery aware.
issues should be inculcated, and also view preparedness as
the activities of formulating, testing and exercising disaster 1.e. A
plans; and communicating with public and others about collaborative
disasters, and what to do to reduce them. planning session
In the end, after testing the relationships between wherein all the
the variables, the following upshots were drawn: the four schools will
hypothesis stating that there is a significant relationship cooperate and
between the gender and level of disaster preparedness of the articulate about
public school heads at Bauan West District is rejected in all their ways of
the four dimensions and also, the hypothesis stating that disaster
there is a significant relationship between the number of preparedness must
years and level of disaster preparedness of the public school be facilitated by
heads is rejected except for integration and culture building. the District
These results are presented by Table no. 4.1 and 4.2, Office.
respectively.
Schools DRRM Enhancement Program Convenie 2. To 2.a. Income- School and
nces and elevate generating Community
Equipme the level projects must be Representa-
nt of programmed for tives, School
Table 5 disaster the schools to Heads,
Proposed Schools DRRM Enhancement Program prepare collect funds to District
OPLAN HANDA (Heads Alertness: Necessary during dness of have mechanisms Superinten-
Adversity) the that will help in dent
Dimensi Persons schools times of
Progra
on of Enhancement Involved under emergencies.
m
Disaster Activities / Bauan
Objecti
Prepare Projects West 2.b. First-aid kits
ves
dness District distribution, to be
Planning 1. To 1.a. Checking and School and in terms lead by the
elevate updating of plans Community of District Office
the level must be processed Representa- conveni must be done.
of every month. tives, School ences
disaster Heads, and 2.c. A storage
prepare 1.b. Simulcast of District equipm room for disaster

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

ent prevention tools of the projects and

preparat must be built programs.
ions inside the school
grounds. 3.e. Assessment
of the school
2.d. Maintenance buildings and
and improvement plans must be
of warning possessed.
systems such as
bells and other 3.f. The District
alarming tools Office of Bauan
must be regularly West must have a
done. regular evaluation
of the programs
2.e. A partnership and projects being
must be built implemented in
between the each school to
District office of assure a high level
Bauan West and of disaster
some NGO’s and preparedness.
LGU’s to be
source of tools Integratio 4. To 4.a. A partnership School and
and equipments n and elevate among various Community
for disasters. Culture the level community Representa-
Building of groups including tives, School
disaster the schools, Heads,
Impleme 3. To 3.a. Having School and prepare families, the District
ntation elevate school’s official Community dness of community, LGU, Superinten-
the level websites must be Representa- the NGO’s and dent
of processed that tives, School schools private companies
disaster will serve as an Heads, under must be enhanced
prepare online bulletin for District Bauan in order to build a
dness of the programs and Superinten- West powerful alliance
the projects to be dent District against disasters.
schools implemented. in terms
under of 4.b. The
Bauan 3.b. The school integrati federation of
West heads must on and Parent-Teachers
District commence a disaster Association in
in terms workshop or preventi each school must
of seminar, not only on conduct a
program for the teachers culture program in order
and but for the whole building to associate
projects members of the disaster
implem school wherein, preparedness to
enta- DepEd initiatives the parents.
tions about disaster
preparedness will 4.c. Each school
be discussed. must build a
club/organization
3.c. Drills for for students
earthquakes and whose main
fires must be objective is to
regularly done promote a disaster
inside the prevention culture
campuses. among the
students.
3.d. The school
heads must have Table 5 presents the proposed schools disaster risk
collaboration with reduction and management enhancement program entitled
its faculty Oplan H.A.N.D.A. which stands for Heads Alertness:
members Necessary during Adversity. The enrichment programs listed
regarding the are divided into four depending on the dimensions of disaster
implementations

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ISSN: 2456-9992

preparedness namely planning, conveniences and equipment, already the knowledge which they gained from disaster and
implementation and integration and culture building. emergency response trainings.
8. Localization of disaster readiness tools, equipment and
4. Conclusions and Recommendations materials should be applied to minimize the amount of fund
With the results gained from the information gathered, the needed in buying such.
following conclusions were drawn: 9. Partnership between campuses, families, communities,
1. In Bauan West District, the number of male secondary offices, government and non-government organizations
school principals is equal to the number of the females. In should be achieved to strengthen the alliance in building a
number of years in service, most of them are in the range of disaster prevention culture over Bauan West District.
24 years and above. 10. An emergency team should be composed of well-trained
2. The school heads of public secondary schools under members that are not only from the schools’ faculty, but also
Bauan West District are always disaster ready in all the from the other members of the community.
dimensions of disaster preparedness. 11. Further inquiries about the same topic should be done.
3. There is no significant difference between the level of They must involve the school heads of elementary schools
disaster preparedness of male and female principals. Also, and even those who are under private institutions at the same
there is no significant difference between the level of disaster district to make a more district-wide relevant offshoot.
preparedness of principals having diverse span of 12. Program should be adopted, tested and evaluated
experiences except for conveniences and equipment and thereafter.
culture building.
4. There is no significant relationship among the gender and
level of disaster preparedness. There is no significant References
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Management and Lessons Learned.

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risk-management-trainings-550750\
Ronald Lepran Generoso received Bachelor of Science in
Industrial Education at Batangas State University and Master in
Business Administration from University of Makati in 2017.
Presently he was connected DepEd teaching Senior High School at

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

Bauan Technical High School. He is now finishing his Doctor of

Business Administration Program at Batangas State University.

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