Teachers’ Efficacy in The Implementation of School Disaster Risk Reduction Management

Abstract

This study investigates the relationship between teachers’ self-efficacy and the implementation of School Disaster Risk Reduction Management (SDRRM) in public elementary schools in the Candijay District of Bohol, Philippines. Utilizing a quantitative, descriptive-correlational research design, the study involved 182 public elementary teachers selected through random sampling. Data was collected using a standardized questionnaire measuring self-efficacy based on Bandura’s Instrument Teachers’ Self-Efficacy Scale, alongside a modified Disaster Risk Reduction Management Evaluation tool developed by the Department of Education. Statistical analyses, including composite means and Spearman rho correlation, were employed to derive results. The findings revealed a very high level of teachers’ self-efficacy (M=3.5345) and a fully implemented SDRRM with a composite mean of 3.5532. The study underscores the critical role of teachers’ confidence in influencing disaster management strategies and ensuring a safe learning environment. It also emphasizes the need for ongoing support and resources to strengthen both teacher effectiveness and school safety protocols.