Aims: School-based Disaster Risk Reduction and Management (SDRRM) strengthen resilience in hazard-prone communities through adaptive innovation, crisis preparedness, and stakeholder engagement. This study assessed the levels of these variables and their relationship with community resilience among teachers in the First District of Laguna, Philippines. Study Design: Descriptive quantitative–correlational research design. Place and Duration of Study: Selected elementary and secondary schools (Kinder to Grade 10) in the First District of Laguna, Philippines, from February 9 to February 23. Methodology: A total of 172 SDRRM-involved teachers were selected from 302 using Slovin’s formula and stratified random sampling. Data were gathered using a validated researcher-made questionnaire (α = 0.884–0.967) and analyzed using descriptive statistics and Pearson correlation. Results: Adaptive innovation (M = 3.43, SD = 0.422) and community resilience (M = 3.45, SD = 0.452) were rated very high, while crisis preparedness (M = 3.20, SD = 0.509) and stakeholder engagement (M = 3.21, SD = 0.392) were rated high. Organizational flexibility (M = 3.49) and collective efficacy (M = 3.54) were the highest-rated indicators. Significant positive correlations were found between adaptive innovation and community resilience (r = 0.362, p < 0.001), crisis preparedness and community resilience (r = 0.419, p < 0.001), and stakeholder engagement and community resilience (r = 0.454, p < 0.001). Conclusion: Adaptive innovation, crisis preparedness, and stakeholder engagement are significantly associated with community resilience in SDRRM. Strengthening these domains may enhance school disaster preparedness and resilience. Further research is recommended to explore causal relationships.
Jurado et al. (2026) studied this question.