Teachers’ Implementation, Integration of Disaster Risk Reduction Management (DRRM) and Community Engagement

This study determined the implementation and integration of Disaster Risk Reduction Management (DRRM) and community engagement among elementary public- school teachers in the Schools Division of Iloilo, Philippines, for School Year 2024-2025. A total of 320 teachers were selected through stratified random sampling across five congressional districts to ensure demographic representation. Data were gathered using a validated researcher-made questionnaire from literature, with reliability confirmed through a pilot test. Statistical analyses were performed using SPSS, applying frequency count, percentage, mean, rank, t-test, ANOVA, and Pearson’s correlation at a 0.05 significance level. Findings revealed that DRRM implementation (M = 3.86), integration (M = 3.83), and community engagement (M = 3.80) were rated to a great extent. Younger, less experienced and rank-level teachers consistently showed higher engagement. Significant differences were observed based on age, length of service, and position, while sex and educational attainment showed minimal influence. Strong correlations were found among implementation, integration, and engagement, indicating that these elements reinforce one another. The study concluded that younger and early-career teachers play a vital role in advancing DRRM initiatives. Recommendations include capacity-building programs, instructional material development, school-community partnerships, and mentoring strategies that leverage both novice and experienced educators. Future research may explore additional factors such as school culture and leadership support to deepen understanding and enhance disaster preparedness in education.