International Journal For Multidisciplinary Research

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Building Back Better: Exploring the Resilience of Schools in Disaster Recovery

Author(s) Marnelle B. Tero, Maedel Joy V. Escote
Country Philippines
Abstract As natural and human-made disasters escalate globally, the urgency to rebuild resilient communities is increasingly evident. With this study, Building Back Better: Exploring the Resilience of Schools in Disaster Recovery explores the experiences, disaster recovery, challenges, coping mechanisms, and insights of three school administrators and four teachers designated as school Disaster Risk Reduction coordinators in the Monkayo East District of Davao de Oro. This study utilized qualitative phenomenological study to delve into the lived experiences of educational professionals during post-disaster recovery. This research aims to gain a deep understanding of the challenges, coping mechanisms, and insights from a purposive sample of four teachers designated as school Disaster Risk Reduction coordinators and three school administrators who have directly engaged with the recovery processes following natural disasters. The data were gathered through an in-depth face-to-face interview and used an audio recorder to record the discussion. The significant finding from the study is the multifaceted and long-lasting impact of disasters on students' learning environments. This finding highlights how disasters not only cause physical damage to school infrastructure but also disrupt the educational process, widen achievement gaps, and affect the emotional well-being of students. The disruption of normal routines and the psychological stress experienced by students underscore the critical need for comprehensive recovery strategies, including academic support and mental health resources, to help students regain stability and continue their education effectively. This emphasizes the importance of preparedness and resilience in educational institutions to mitigate the impact of such crises. This study highlights the need for timely assessments, repairs, and coordination with local authorities to ensure the structural integrity of school facilities. It underscores the importance of disaster preparedness and the implementation of robust recovery strategies to mitigate the impact on the educational environment and maintain a safe and conducive learning space. This focus on infrastructure is foundational, as it directly influences the ability of schools to function effectively post-disaster. Teachers and school heads are pivotal in disaster risk reduction within educational institutions. They create safety plans, organize drills, and educate students on emergency procedures, fostering a culture of preparedness. School heads provide leadership, while teachers act as first responders, guiding students to safety and offering necessary care. Collaboration between teachers, school heads, and stakeholders is crucial for a resilient school environment. By involving the entire school community in planning and implementing safety measures, schools can effectively respond to disasters, ensuring the safety and well-being of everyone involved. This partnership promotes a proactive approach to disaster preparedness, making safety a priority in all school activities.
Keywords educational administrator, teachers, challenges, coping mechanisms, insights, disaster recovery, resilience, qualitative phenomenological research, Philippines
Field Sociology > Education
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-08-01
Cite This Building Back Better: Exploring the Resilience of Schools in Disaster Recovery - Marnelle B. Tero, Maedel Joy V. Escote - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.25483
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.25483
Short DOI https://doi.org/gt5525
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