RESILIENCE IN FLOOD PRONE SCHOOLS: THE LIVED EXPERIENCES OF TEACHERS

The purpose of this study was to investigate the experiences of teachers in flood-prone public schools and how these experiences exemplify resilience amid environmental challenges. A qualitative phenomenological approach was utilized, incorporating in-depth interviews to extract insights regarding the coping methods, obstacles, and adaptive techniques employed by teachers during and following flooding episodes. The results indicated that educators cultivated resilience via readiness, emotional management, community collaboration, and new pedagogical approaches including blended learning. They carefully monitored meteorological updates, engaged parents in post-flood classroom reconstruction, and modified teaching strategies to ensure the continuity of education. Notwithstanding the physical and mental strain, educators sustained their dedication to their responsibilities, demonstrating adaptability and perseverance in navigating interrupted learning contexts. These experiences not only impacted their everyday classroom decisions but also enhanced their professional development. The Department of Education may offer organized support via disaster preparedness training, mental health resources, and enhanced infrastructure to enable teachers to maintain resilience in disaster-prone environments.