Level of Disaster Preparedness of Private and Public Schools in Cotabato City

Girlie “J” G. Hermoso, RN. MAN.

Dr. Mary Jane K. Balawag, RN. MAN
Edison T. Delos Reyes, RN.

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 CHAPTER I

INTRODUCTION

A disaster is a sudden, calamitous event that seriously disrupts the functioning of a

community or society and causes human, material, and economic or environmental losses that

exceed the community’s or society’s ability to cope using its own resources (International

Federation of Red Cross and Red Crescent Societies, 2019). Natural disasters and other

emergencies can happen at any time. Some natural disasters can be predicted, giving schools

enough warning to evacuate or take other safety precautions, but most of the time it can happen

unexpectedly which go through rapid changes that suddenly put the populace in danger. When

they happen at school, everyone should be prepared to handle them safely and effectively

(accreditedschoolsonline.org).

Globally, the annual average disaster frequency is 384 which was observed from 2004 to

2013. There were 99,820 killed and 199.2 million people who become victims worldwide (Guha-

Sapir, Hoyois & Below, 2015). In a national statistics report from Senate Economic Planning

Office (2013), the Philippines is known as one of the most hazard-prone countries in the world.

From 2000 to 2012, natural disasters in the Philippines caused the death of 12,899 people and

injured 138,116 persons. These disasters also affected more than 71 million individuals and

rendered almost 375,000 persons homeless.

The Philippines lies along the Pacific Ring of Fire, which causes the country to have

frequent seismic and volcanic activity. Many earthquakes of smaller magnitude occur very

regularly due to the meeting of major tectonic plates in the region. The largest was the 1918

Celebes Sea earthquake with Mw  8.3 The largest or most notable Philippine earthquakes per

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year since 2001. As for the repeated entries, Moro Gulf near the Cotabato Trench is a seismically

active area (the location of the devastating 1918 Celebes Sea earthquake and 1976 Moro Gulf

earthquake).

In Cotabato City, there are 116,796 who were affected by natural disaster according to

the Department of Social & Welfare Development (DSWD) and International Organization for

Migration (IOM) (2011).

Many natural disasters can be predicted and tracked, but earthquakes tend to strike

without warning. Students, faculty and administrators can prepare themselves for emergencies at

school in a number of ways. They need to know how to respond appropriately and recover as

quickly and effectively as possible.

The researchers intend to conduct this study to evaluate the level of preparedness of the

private and public schools with regards to calamities or disaster. The result of this study may be

utilized as a need to invoke preparedness in planning to natural disaster interventions particularly

in the private and public school in Cotabato City.

Review of Related Literature

This chapter presents the review of related literature of the present study. It presents the

summary of the readings related to the preparedness on natural disaster. The source of

information and data are from books, articles, journals and internet researches.

Natural Disasters in the Philippines

According to Jha, Martinez, Quising, Ardaniel, and Wang (2018), the Philippines is

especially prone to hydrometeorological events such as typhoons and floods, which accounted

for over 80% of the natural disasters in the country during the last half-century. Its long

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coastlines with high concentration of people and economic activity and heavy dependence on

agriculture and natural resources contribute to its high risk. Typhoons, which occur on average

about 20 times per year, are the most common natural hazard that Filipinos face. The annual

monsoon season causes severe flooding in many places though floods also occur due to human

activity such as deforestation and encroachment of low-lying areas. The occurrence of these

disasters has grown rapidly (Figure 1). Due to their uneven regularity, however, it is difficult to

predict the number of typhoons that may occur in any one year. The impact of typhoons in the

Philippines shows that disasters can push non-poor households into poverty and the poor even

deeper into poverty. In terms of relative mobility, findings suggest that households that

experienced typhoons are more likely to fall into a lower income quantile than those who didn’t

experience typhoons. In terms of absolute mobility, the incomes of households that were hit by

typhoons are more likely to grow more slowly than the incomes of households that were not hit.

These results are intuitive as disasters bring damage to life, property, and livelihood (Jha, et al.

2018).

Disaster Management

Disaster management is the discipline dealing of with and avoiding risks. It is a discipline

that involves preparing, supporting, and rebuilding society when natural or human-made

disasters occur. It has four different phases or stages such as: preparedness, response, prevention

and recovery.

In the preparedness phase, emergency managers develop plans of action for when the

disaster strikes. Common preparedness measures include: The Communication plans with easily

understood terminology and chain of command; Development and practice of multi-agency

coordination and incident command; Proper maintenance and training of emergency services;

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Development and exercise of emergency population warning methods combined with emergency

shelters and evacuation plans; Stockpiling, inventory, and maintenance of supplies and

equipment; An efficient preparedness measure is an emergency operations centre (EOC)

combined with a practiced region-wide doctrine for managing emergencies. Another

preparedness measure is to develop a volunteer response capability among civilian populations.

Since, volunteer response is not always as predictable and plan-able as professional response;

volunteers are often deployed on the periphery of an emergency unless they are a proven and

established volunteer organization with standards and training (Dimersar Academy, 2010).

Types of Natural Disaster in Cotabato City

Phases of Disaster Preparedness

Disaster Preparedness

Emotional Preparedness

Psychological Preparedness

Disaster Plan

Preventive Measures

Training

Equipment Availability

Emergency Services

According to Kaplan, Connor, Ferranti, Holmes, Spencer (2012) that emergency

preparedness disaster simulation serves as an ideal format to prepare and expose students to

implement technique used in disaster response and management. 95% of the students agreed that

the simulation increased knowledge and confidence in handling emergency preparedness events

and in working in teams. According to Asian Journal Press (2012), the Philippines is visited by at

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least 20 typhoons in a year. Aside from that, even without an actual storm, rainfall can dump a

month’s worth of rain in less than 24 hours. Natural disasters are inevitable – whether it is

massive flooding from super typhoons, volcanic eruptions or earthquakes. Also, given the

Philippines’ geographical location in the Pacific Ring of Fire, it is prone to all sorts of natural

disasters. The recent flooding in the Philippines has proven some gains in our disaster

preparedness, but still highlighted weaknesses in areas that need to be improved.

According to Fernandez and Shaw (2013), young people are not given an active role in

(or worse, are excluded from) the action toward disaster risk reduction. This review of national

policies of the Philippines related to youth council participation in Disaster Risk Reduction

shows discrepancies between ideal scenarios and actual youth participation in Disaster Risk

Reduction in practice. So much more needs to be done in engaging young people in helping

build disaster resilient communities. The youth in the Philippines constitute a fifth of the

population and represent significant potentials to contribute to Disaster Risk Reduction efforts

just by looking at one aspect, their massive number, although we must also caution against

unrealistic expectations, given the historical level of participation in Disaster Risk Reduction that

we have observed. Nevertheless, with the passage of the Disaster Risk Reduction and CCA laws

and with the expected approval of the new Philippine Youth Development Plan, policies that

explicitly encourage youth participation in Disaster Risk Reduction, we can expect more Disaster

Risk Reduction initiatives involving young Filipinos in the near future, especially through the

youth councils in each of the barangay in the country. Lessons from the experience of the

Philippines in policy formulation and implementation related to youth participation in Disaster

Risk Reduction can be useful for other countries in raising the involvement of their own young

citizens toward a culture of safety and resilience. According to Mudavanhu, et.al (2015), that

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despite the duties performed by children in the community ‘‘not having a say’’ is the most

important concern raised by children. Children’s views are not being sought and they are rarely

consulted and their opinions are not taken on board. Generally, there are no Disaster Risk

Reduction activities specifically for children. There are no spaces for children to talk about

disaster related issues in the area and their collective voice is not heard in any Disaster Risk

Reduction activities. The main adult assumption is that children have not experienced enough to

have much to share with adults. Adults believe that helping children is best achieved through the

provision of basic needs whether in times of crisis or not. The well-being of children is assumed

to be the responsibility of parents and therefore is not considered in Disaster Risk Reduction

planning. Yet children’s practical and creative ideas and their unique knowledge and experiences

of their local environment can provide important input to Disaster Risk Reduction efforts (Back

et al. 2009; Lopez et al. 2012). When children are integrated into decision making, vulnerability

is reduced and resilience to disasters is enhanced. If children have access to resources and

information, are encouraged to participate in Disaster Risk Reduction activities, and can have

access to personal and communal support, resilience and mitigation improve (Peek 2008). Based

on this study, we recommend a number of measures so children’s voices can be heard in Disaster

Risk Reduction in Zimbabwe. Since the provision of space is the prerequisite for children’s

meaningful participation, the government and local community can act together with

nongovernmental organizations to make sure that: (1) children’s views are sought; (2) there is

safe space for children to express their views freely; and (3) there are necessary steps taken to

ensure that all children affected by disasters take part in Disaster Risk Reduction. In this case, all

the stakeholders need to make sure that the children affected by disasters are asked for their

views on the issues that affect them and have a chance to say how they would want to be

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involved in order to reduce disaster impacts on their lives. Children need to be asked about their

willingness to participate; they should not be ignored or forced, but they should be encouraged to

engage. There is also a need to make sure that their views will be heard. Children’s views can be

heard when children have access to information about events that affect them, and are given the

opportunity to express their viewpoint. The expression of children’s views also depends on their

ability to form that view and should not be based on arbitrary age criteria, cultural background,

and/or socioeconomic status. Stakeholders can achieve this through the provision of enough time

to understand children’s views, issues, and perceptions, and can make available child friendly

information on community-based Disaster Risk Reduction so children can act responsibly. Laws

should be implemented with legal support to encourage children to express their views freely. To

facilitate children’s participation, the government, working together with organizations that deal

with children such as UNICEF and Save the Children, can educate the public on the importance

of children’s participation in Disaster Risk Reduction. The education sector can also consider

mainstreaming Disaster Risk Reduction in the education curriculum, which could be formal or

informal. Parents can also provide the emotional and intellectual resources needed for children to

express their views freely. Listening to children does not mean that their opinions should be

automatically endorsed; but it does imply inclusion and an ability to influence decisions.

Children are different from adults and engaging children may encounter uneven participation

motivation as well as adult opposition. Since these children are under the custodianship of the

adults, the family and community context in which they live can present barriers for their

engagement. Some children may show interest whereas others are unsure and may lack support

from adults to participate (Shaw 2006).

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 Children might find it difficult to work on their own and clearly need a supporting

environment. In addition, Peek (2008) has noted that children’s knowledge of risk and disasters

differs across cultures, physical and social environments, and family structures. As a result, not

all children have the same strengths or abilities. There is need for age and culturally-appropriate

activities for greater involvement of children. There is also need for further research on how

children’s views can be given due weight by those who make decisions and how children can

influence policy if their participation is to be meaningful.

Theoretical Framework

This study is anchored to Abraham Maslow (1970), who ranks human needs in five

levels. The five levels of needs namely are physiologic needs, safety and security, love and

belonging, self-esteem and self-actualization. Among the levels, physiologic needs and safety

and security needs are related to the study. Physiologic needs which are needs such as air, food,

water, shelter, rest, sleep, activity, and temperature maintenance. These needs are crucial for

survival. The safety and security needs has both physical and physiologic aspects. The person

needs to feel safe, both in physical environment and in relationship (Kozier, Erb, Berman &

Synder, 2007). The more basic survival needs have been fulfilled; people begin to feel that they

need more control and order to their lives. A safe place to live, financial security, physical safety,

and staying healthy are all concern that might come into play at this stage (Cherry, 2016). The

deficiency or basic needs are said to motivate people when they are unmet (McLeod, 2014). In

the study, the researchers are trying to assess and determine if their needs were met before and

after the occurrence of the natural disaster.

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 Additionally, in the environment theory of Florence Nightingale, the physical

environment is stressed by her writing which reflect a community health model in which all that

surrounds human being is considered in relation to their state of health. She stated, “We know

nothing of health, the positive of which pathology is the negative, except from the observation

and experience” (Gonzalo, 2011). In the study, the researchers are trying to determine whether

the environment can affect the preparedness of an individual.

Readiness for any disaster is significantly important in order to survive. It will focus on

every individual’s needs. The environment may influence the readiness of a person recovering

from a disaster.

Statement of the Problem

This study aims to determine the level of preparedness on natural disasters of the private

and public schools in Cotabato City. Specifically, it seeks to answer the following questions:

1. What is the level of knowledge of the participants on disaster preparedness?

2. What is the attitude and values of the participants on disaster preparedness?

3. What is the level of preparedness of the schools in terms of their current readiness

towards disaster management?

4. Do all the school have synchronized policy on disaster preparedness with the local

government unit?

5. Do all the school have sustainability mechanism regarding disaster management?

Significance of the study

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 The useful and relevant information that will be acquired from the study will benefit the

following:

School Community. The result of the study will help provide significant information for the

school to protect itself, stakeholders, and documents and items of great importance in the event

that disaster or emergency take place.

School Officials. A great opportunity for the school officials to develop and design a strategic

plan on disaster risk management to help in mitigation and reconstruction of properties in their

respective schools.

Department of Education and Commission on Higher Education. The findings of the study

will intensify the implementation of the school disaster management which will benefit all the

school stakeholders.

Nursing Practice and Nursing Education. This will serve as basis to formulate interventions

that would address awareness on disaster management and care to the stakeholders of the private

and public schools. Further the result of the study will help in the formulation of the relevant

topics related to disaster management which will be incorporated in the curricular offerings of

the BSN program that will be realized in the health teaching during school health nursing related

experience of the nursing students in the different schools.

Scope and Limitations

This study will focus on the level of preparedness on natural disaster of the different

private and public school in Cotabato City namely; Notre Dame University, Notre Dame of

Cotabato, Inc., Notre Dame RVM College of Cotabato, Cotabato State University, Cotabato City

Institute. Cotabato City National High School – Canizares, Cotabato City National High School

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– Rojas Site, Notre Dame Village National High School and Cotabato City National High School

Main.

Definition of terms

The following terms are defined as used in the study:

Emergency Services. This refers to a care given by the school nurse/school clinic-in-charge and

administrators as an immediate response to the students during disaster.

Emotional Preparedness. This refers to the coping behaviour of an individual in preparing for a

disaster.

Natural disaster. This refers to the life- threatening situations like floods, earthquake, tornado

that may bring great damage and loss to the stakeholders.

Preparedness. This refers on how the students, faculty, staff and administrators make a plan prior

to the event of disaster.

Psychological Preparedness. This refers to how an individual prepare a rational decision before

the event of disaster occur.

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 CHAPTER II

METHODS

This chapter presents and describes the various features of the methodology that will be

used in the conduct of the study. These are the research design, setting, participants, sample size,

sampling technique, research instruments and data gathering procedure and statistical treatment

of the data.

Research design

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 This study will use quantitative descriptive research design wherein the researchers will

describe the level of preparedness of the private and public schools in Cotabato City in terms of

preventive measures, training, equipment availability, and emergency services. This will also

include the emotional and psychological aspects of the students, faculty, staff and administrators

of the schools.

Settings

The research study will be conducted in the different private and public schools in

Cotabato City namely; Notre Dame University, Notre Dame of Cotabato, Inc., Notre Dame

RVM College of Cotabato, Cotabato State University, Cotabato City Institute. Cotabato City

National High School – Canizares, Cotabato City National High School – Rojas Site, Notre

Dame Village National High School and Cotabato City National High School Main. These

schools are known to be populated schools in the city.

Participants

The participants of this study are the administrators, faculty, staff and the students of the

private and public schools in Cotabato City.

Sample Size

The researchers will select five (5) administrators, five (5) faculty and five (5) staffs per

school; and ten (10) students per grade level of the different schools.

Instrumentation

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 The researchers will construct a survey questionnaire in which it will be guided from the

related review of literature of the study. It will consist of two (2) parts; Part I – pertains to the

disaster plans of the school in terms of preventive measures, training, equipment availability, and

emergency services and Part II will be the level of preparedness in terms of emotional and

psychological aspects of the administrators, faculty, staffs and students.

Scale Range Interpretation Description

4 3.50 – 4.00 Very much prepared With related knowledge training
and with more than 2 years of
experience in disaster management
in managing casualties

3 2.50 – 3.49 Quite a bit prepared With related knowledge training

and with to 1-2 years of experience
in managing casualties

2 1.50 – 2.49 Somewhat prepared With related knowledge but

without trainings and experience
in managing casualties

1 1.0 – 1.49 Not at all prepared With no related knowledge, training

and experience in managing
casualties

Data Gathering Procedure

The following steps will be done by the researchers in the gathering of the data for the

study. Prior to the conduct of the study, the researchers will ask permission to the principal or

director of the school and upon approval a letter will be given to the participants of the study.

Statistical Treatment of Data.

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 The researchers will use weighted mean to determine the disaster plan of the schools in

terms of preventive measures, training, equipment availability, and emergency services. For the

level of preparedness on the disaster of the students, faculty, staff and administrators, the

researchers will use the Likert scale in a score range.

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