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Submitted: 12 September 2017 Modified: 13 September 2017
HERDIN Record #: CAR-UCBCF-17091213495082

Perceived disaster response capacity among elementary teachers.

Elisa  C. Ferrer,
Abby Kate C. Abrera,
Elioref C. Alawas,
Mary Ann Carol M. Andaya,
Abigail D. Anku,
Jennifer B. Celeste,
Verna Philline B. Contapay,
Tyrone R. Directo,
Rio Kathlyn L. El-i,
Mikaella Mae S. Gabatino,
Roma-Lyn B. Rivera,
Rica R. Sibug

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Children are one of the most vulnerable groups in times of disaster. In this regard, disaster preparedness and high disaster response capacity among elementary teachers would be outmost necessary. The study aimed to determine the perceived level of disaster response capacity among elementary teachers. It also aimed to determine their degree of self-efficacy and if it has a significant relationship with perceived disaster response capacity. Lastly, it aimed to determine the significant difference in the perceived level of disaster response capacity according to years of service and attendance to trainings. The study utilized quantitative, descriptive survey design. A modified questionnaire was utilized for the level of perceived response capacity based from Dep-Ed disaster preparedness protocol and the questionnaire for self-efficacy was adopted from the teacher's self-efficacy scale of Bandura and was distributed to 340 elementary teachers. Elementary teachers have high perceived level of disaster response capacity. They also have a high degree of self-efficacy; there is a positive relationship between perceived disaster response capacity and self-efficacy among elementary teachers; and there is no significant difference in the perceived disaster response capacity according to years of service and attendance to trainings. Elementary teachers show a highly commendable positive perceived disaster response capacity and self-efficacy. Teachers perceive that they can perform an activity with certainty and confidence during a disaster. Years of service and attendance to training do not influence the perceived disaster response capacity. Elementary teachers should maintain a high degree of disaster response capacity in order to respond properly and accordingly during a disaster. As mandated by DepEd, the school administrators should plan regular trainings and seminars about disaster response capacity. They should also have coordination with the different agencies focused on disaster management in having mock drills to further enhance the teacher response capacity during the actual setting scenario.

Publication Type
Research Report
Date

Objectives

The study aimed to determine the perceived level of disaster response capacity among elementary teachers. It also aimed to determine their degree of self-efficacy and if it has a significant relationship with perceived disaster response capacity. Lastly, it aimed to determine the significant difference in the perceived level of disaster response capacity according to years of service and attendance to trainings.

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