Abstract
In disaster-prone regions, schools serve as critical anchors of community resilience, positioning teachers’ preparedness and awareness as essential components of effective Disaster Risk Reduction and Management (DRRM). This study aimed to assess the DRRM awareness, preparedness levels, and implementation challenges among 32 teachers using a descriptive-quantitative research design. Data were collected through structured surveys and analyzed using descriptive statistics and one-way ANOVA. Findings revealed that teachers are generally “Very Aware” of key DRRM concepts, including natural hazards, early warning systems, and climate change impacts, with an overall awareness mean of 4.06. However, awareness was lower regarding disaster recovery, resilience strategies, and curriculum integration. In terms of preparedness, teachers were “Prepared” in understanding roles, emergency procedures, and emotional support, but only “Neither Prepared Nor Unprepared” in training, risk assessment, and access to emergency equipment, yielding an overall preparedness mean of 3.34. ANOVA results showed no significant differences in preparedness based on age (F = 0.019, p = 0.891), sex (F = 0.192, p = 0.664), or educational background (F = 0.991, p = 0.411), but teaching position was a significant factor (F = 9.89, p < .001), indicating that rank influences readiness. A strong positive correlation (r = 0.742, p < .001) was found between awareness and preparedness, suggesting that increasing awareness directly enhances readiness. Key implementation challenges included inadequate training, limited resources, and insufficient emergency equipment. The study concludes that while teachers demonstrate high DRRM awareness, targeted interventions, particularly differentiated training and resource allocation, are necessary to strengthen preparedness and overcome systemic barriers to effective DRRM implementation.
