The Role of DRRM Coordinators in Building Disaster-Ready Schools Sarangani Province, Philippines: An Appreciative Inquiry Approach

Aim: This study explored the lived experiences, best practices, and aspirations of Disaster Risk Reduction and Management (DRRM) Coordinators in Sarangani Province in building disaster-ready schools and fostering resilient communities amid frequent natural disasters.Guided by Appreciative Inquiry, the study sought to illuminate their contributions, resilience, and visions for sustainable disaster preparedness.Methodology: Anchored on the Appreciative Inquiry (AI) framework, this qualitative research employed thematic analysis of narratives gathered through in-depth interviews and focus group.Participants were purposively selected DRRM Coordinators with at least three years of experience in high-risk schools across Sarangani Province.Data collection was framed around the 4D Cycle: Discovery, Dream, Design, and Destiny, emphasizing strengths, aspirations, and sustainable strategies.Results: Findings revealed that despite resource constraints, DRRM Coordinators demonstrated exceptional leadership, creativity, and resilience.They built community trust, improvised disaster tools, and instilled a culture of preparedness among students and parents.Participants envisioned modern, culturally rooted, and safer schools where Indigenous knowledge is honored.They emphasized the need for stronger cultural training, improved infrastructure, emotional support systems, and community-based policy-making to sustain disaster resilience initiatives. Conclusion:The study highlights DRRM Coordinators as quiet yet transformative leaders whose strengths, collaboration, and cultural pride anchor disaster preparedness in vulnerable communities.Their stories affirm that building disaster-ready schools goes beyond infrastructure-it is rooted in leadership, resilience, community spirit, and the dream of safeguarding education against all odds.