Disaster Resilience Education and Teacher Readiness for DRRM Integration

Abstract

This study investigated how disaster resilience education shaped teacher readiness for disaster risk reduction and management integration among secondary teachers in Las Piñas City. An explanatory-predictive cross-sectional design was employed involving 48 teachers engaged in DRRM-related instruction and preparedness activities. Data were gathered using a validated researcher-developed instrument and analyzed through descriptive statistics, partial least squares path modeling, bootstrapping, and importance-performance map analysis. Results showed high levels of disaster resilience education and teacher readiness, although school-community resilience engagement and adaptive capacity remained comparatively weaker. The structural model explained 61.2% of the variance in teacher readiness. Instructional integration emerged as the strongest predictor, followed by preparedness learning activities and risk knowledge and awareness, while school-community resilience engagement did not demonstrate a significant direct effect. Importance-performance analysis further identified preparedness learning activities as the most immediate area for improvement. The findings indicate that teacher readiness is strengthened when disaster knowledge is translated into classroom integration, simulation exercises, preparedness activities, and practical response experiences. Strengthening scenario-based training, adaptive instructional practices, and sustained school-community coordination is therefore recommended to deepen teachers’ capacity to integrate DRRM into secondary education and support a more resilient school environment.