This study assessed the knowledge and preparedness of Araling Panlipunan teachers at Valencia City Central School (VCCS) in implementing Disaster Risk Reduction Management (DRRM) strategies. The research evaluated three aspects of DRRM knowledge: disaster risk concepts, emergency response procedures, and teaching strategies. Utilizing a quantitative approach, data were collected via surveys and analyzed through descriptive statistics and Pearson correlation. Results revealed that teachers considered themselves to be very highly knowledgeable across all aspects. They were highly prepared to implement DRRM strategies in the classroom. Significant positive correlations were found between knowledge and preparedness, underscoring that enhanced understanding directly strengthens classroom implementation. Despite high overall competency, areas requiring attention included risk assessment processes and community-based DRRM approaches, suggesting opportunities for targeted training. Teachers' proficiency in evacuation protocols and student-centered strategies highlights their capacity to integrate DRRM into Araling Panlipunan's socio-cultural context, reinforcing Durkheim's Functionalist Theory and Kolb's Experiential Learning principles. The findings advocate for sustained professional development, resource allocation, and community collaboration to address gaps in practical application. By bridging theoretical knowledge with hands-on training, VCCS can enhance its DRRM programs, ensuring safer learning environments and empowering students as proactive agents in disaster resilience. This study contributes to policy discussions on teacher preparedness and curriculum integration, which are vital for mitigating the impacts of disasters in vulnerable regions.
Vertudazo et al. (Sat,) studied this question.