Teachers’ Involvement, Resiliency, and Compliance in School Risk Reduction Activities

The purpose of this study is to assess the involvement, resiliency, and compliance of teachers in school risk reduction activities in the Schools Division of Capiz. The research aims to explore how personal characteristics, such as age, experience, and educational attainment, influence teachers’ participation in disaster preparedness and management efforts. This is important because teachers play a critical role in fostering a culture of disaster preparedness within schools, which is essential for minimizing risks during emergencies. A descriptive-survey design was employed, gathering data from 365 teachers through a structured questionnaire. The study focused on the extent of teacher involvement in school risk reduction activities, their resiliency in disaster situations, and their compliance with disaster management protocols. The data were analyzed using descriptive statistics, as well as t-tests, ANOVA, and Pearson’s correlation to identify significant patterns and relationships. Results revealed that teachers’ participation in school risk-reduction activities is influenced by their age, experience, and educational attainment. More experienced teachers demonstrated higher involvement and resiliency, while compliance with disaster protocols was significantly related to management support and resource availability. The study concludes that enhancing teachers’ capacity to engage in disaster-related tasks requires comprehensive training programs tailored to their specific characteristics, alongside stronger institutional support. The findings have important implications for disaster risk management in schools, suggesting that improved teacher training and support can significantly enhance school safety and preparedness. Keywords: Teacher involvement, resiliency, compliance, school risk reduction, disaster management, Capiz schools, disaster preparedness, education