Integration of Risk Management Practices in School Improvement Plan (SIP) and Preparedness Level among Elementary Schools in Surallah Central District
DOI:
https://doi.org/10.5281/zenodo.21899619Keywords:
risk management, School Improvement Plan, school preparedness, disaster risk reduction, resilience education, educational continuityAbstract
This study examined the integration of risk management practices in School Improvement Plans (SIPs) and the preparedness of public elementary schools in Surallah Central District, Schools Division of South Cotabato. A quantitative descriptive-correlational design and complete enumeration were used, involving 12 school heads and 167 teachers from 12 schools (N = 179). Data were collected through a researcher-developed, expert-validated, and pilot-tested questionnaire and analyzed using mean, standard deviation, frequency, percentage, and Pearson product-moment correlation. According to the study’s stated scale, risk management integration was High overall (M = 3.82, SD = 0.77). Communication and consultation ranked highest (M = 4.08), whereas monitoring and review ranked lowest (M = 3.72). School preparedness was also High (M = 3.70, SD = 0.92), led by school safety and educational continuity management (M = 3.78), followed by safer learning facilities (M = 3.68) and risk reduction and resilience education (M = 3.65). Risk management integration had a significant moderate positive relationship with school preparedness (r = .583, p < .001). The strongest specific association was between risk assessment and risk reduction and resilience education (r = .662, p < .001). The most frequently reported concerns were technology and equipment (93%), financial resources (88%), and technical knowledge and understanding (58%). The findings indicate that schools possess functional risk-management and preparedness systems, but stronger monitoring, resources, technical capacity, and sustained resilience education are needed to institutionalize risk-informed school improvement.
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