ENVIRONMENTALLY RESPONSIBLE BEHAVIOR AND DISASTER PREPAREDNESS AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

Marriezel Balbin, Clare Dela Cerna, Jeazel Requina, Rhea Jay Bacatan

Abstract


This study examined the significant relationship between environmentally responsible behavior and disaster preparedness among public elementary school teachers in Babak District and explored the relationship between these variables. This study employed a quantitative, non-experimental research approach, utilizing a descriptive correlation research design. This study used total population sampling, with 58 public elementary school teachers as the respondents from five schools in the district. The data were analyzed using various statistical tools, including Mean, Pearson Product-Moment Correlation Coefficient, and Multiple Linear Regression Analysis. The findings revealed that teachers consistently demonstrate very high levels of environmentally responsible behavior, particularly in personal responsibility and attitude, emphasizing their proactive role in fostering safe and sustainable school environments. Similarly, disaster preparedness was also rated very high, with strong engagement in assessment, planning, and protective measures, emphasizing their active involvement in creating a safe and well-prepared learning environment. Notably, the correlation analysis showed a significant positive relationship between environmentally responsible behavior and disaster preparedness, indicating that teachers who exhibit responsible environmental practices are also more prepared to manage disasters. Regression analysis further revealed that knowledge and disaster awareness significantly predicts disaster preparedness. These results highlight the importance of integrating environmental responsibility and disaster preparedness in professional development and policy frameworks, suggesting that fostering one can enhance the other to ensure safer, more resilient learning environments.

 

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environmentally responsible behavior, disaster preparedness, public elementary school teachers, sustainable development goals

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6315

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