EMERGENCY PREPAREDNESS AND RESILIENCE OF MULTIGRADE SCHOOLS OF LINGIG II DISTRICT, DIVISION OF SURIGAO DEL SUR: A DESCRIPTIVE- SURVEY APPROACH
DOI:
https://doi.org/10.5281/Keywords:
emergency preparedness, teacher resilience, multigrade schools, disaster risk reduction and management, Lingig II District, Surigao del Sur, descriptive-survey approachAbstract
Multigrade teachers in geographically isolated schools are often the first responders to hazards that affect their learners and communities, yet few studies have examined their emergency preparedness and resilience together. This study assessed the level of emergency preparedness and resilience of multigrade teachers in Lingig II District, Division of Surigao del Sur, and proposed an intervention program based on the findings. A descriptive-survey design was used during School Year 2024–2025. Total enumeration was employed, involving 117 multigrade teachers from public elementary schools in the district. Data were gathered through an adapted two-part questionnaire (Teachers’ Emergency Preparedness; Teachers’ Resilience), each with five dimensions and rated on a five-point Likert scale, and were analyzed using weighted means and standard deviations. Overall emergency preparedness was Always Evident (M = 4.24). Knowledge and awareness of hazards (M = 4.52), access to emergency resources and communication (M = 4.52), and preparedness skills and response capacity (M = 4.39) were always evident, while school disaster planning and coordination (M = 4.17) and participation in drills and trainings (M = 3.62) were oftentimes evident; the latter had the lowest mean and the highest variability (SD = 1.45). Overall teacher resilience was Always Exhibited (M = 4.48), with adaptive coping and problem-solving (M = 4.97), professional commitment (M = 4.95), and social support and collegial relationships (M = 4.52) always exhibited. Emotional resilience (M = 4.14) and stress management and recovery (M = 3.79) were oftentimes exhibited. Multigrade teachers are generally well prepared and resilient, but participation in drills and training, school disaster planning, emotional resilience, and stress management remain areas for improvement. An intervention program on multigrade drill protocols, school disaster planning, emotional resilience development, and school-based stress management is proposed to strengthen readiness and sustain teacher well-being.
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