Emergency Preparedness in Public Elementary Schools: Examining the Influence of Personnel Characteristics and Institutional Factors in Cantilan District, Surigao Del Sur

Abstract

Emergency preparedness is a critical component of educational resilience, ensuring the safety of learners and personnel while maintaining continuity of school operations during crises and disasters. This study examined the profile of school personnel, assessed the level of emergency preparedness of public elementary schools, and determined the relationship between respondents’ profile variables and school emergency preparedness in Cantilan District, Surigao del Sur, Philippines. Using a quantitative descriptive-correlational research design, data were collected from 211 respondents, consisting of 22 school heads and 189 teachers, through a validated and reliable survey questionnaire. Descriptive statistics, weighted mean, and Pearson Product-Moment Correlation were utilized in the analysis of data. Findings revealed that the respondents were predominantly female, married, and experienced educators serving mostly in small schools. The overall level of emergency preparedness was rated as “Often Experienced,” with coordination with external agencies obtaining the highest rating and resource availability receiving the lowest rating. Teachers consistently perceived higher levels of preparedness than school heads, suggesting differences in awareness of institutional capacities and challenges. Furthermore, sex, marital status, school type, and designation were found to have significant relationships with selected dimensions of emergency preparedness, while age, years in service, and workload showed no significant associations. The study concludes that although public elementary schools have established foundational emergency preparedness mechanisms, improvements in resource allocation, preparedness training, and stakeholder engagement are necessary to strengthen school resilience. It is recommended that educational authorities enhance resource provision, institutionalize regular capacity-building programs, and develop targeted interventions that address the varying needs of school personnel and school contexts to ensure comprehensive emergency preparedness.