This study explored the lived experiences of ten (10) teachers who served as DRRM coordinators in implementing Disaster Risk Reduction (DRR) programs in building resilient schools within the New Bataan District. It examined how teachers bridge DRR policies with classroom practices through integration into school routines and instructional activities that promote learners' safety, preparedness, and resilience. A qualitative phenomenological research design was used. Data were gathered through in-depth interviews (IDI) and analyzed using thematic analysis to identify emerging themes. Findings revealed five themes: DRR integration in school routines, DRR integration in lessons, implementation constraints, adaptive strategies of teachers, and teaching and learning transformation. DRR was embedded in daily routines such as drills and safety reminders and integrated into lessons through contextualized instruction. However, teachers faced challenges such as limited resources, communication barriers, remote conditions, and inadequate training. Despite these, teachers demonstrated resilience through time management, collaboration, instructional flexibility, resourcefulness, emotional regulation, and improvisation, enabling sustained implementation of DRR in schools. The study further showed that DRR integration enhances teaching and learning by promoting learner-centered instruction and strengthening students' life skills, safety awareness, and preparedness. It is recommended that schools strengthen capacity-building, improve resource allocation, and provide continuous professional development. Stronger partnerships among schools, local government units, and communities are also encouraged.
Alyn Redoloso (Tue,) studied this question.