WERLA: EXPERIENCES OF PHYSICAL EDUCATION TEACHERS IN RESPONDING TO DISASTERS

Frelaine B. Gonzaga, Pedrito M. Castillo II

Abstract


Disasters, whether natural calamities or unforeseen accidents, are inherently unpredictable and can occur at any time, both inside and outside the classroom. As students spend most of their time at school, the teachers become their primary guardians. Among educators, PE teachers play a key role in emergency preparedness, fostering physical awareness, resilience, and quick decision-making. Hence, this qualitative phenomenological study investigated the experiences of PE teachers in responding to disasters. Data was collected from 10 PE teachers in total utilizing in-depth interviews that were facilitated using an interview guide questionnaire. The data was analyzed using thematic analysis to unravel themes. Based on the findings, skills acquired in responding to emergency situations flourished to have three major themes: First Aid Skills, Medical First Response, and the Community Emergency Response Team training. Among the experiences encountered by PE teachers upon responding to emergency situations are: experiences of hunger and sacrifice, fear for life and safety, and gained bruises and pains. PE teachers’ reactions and actions during emergency situations are encapsulated by three major themes: feeling of fear and anxiety, staying calm, keeping focus and presence of mind. After becoming volunteers and becoming responsible for the safety of some, the learnings of the participants are revealed by three major themes: knowledge and skills are an advantage, community emergency response is essential, and preparedness and focus are vital. PE teacher training programs efficiently equip teachers to deal with crises, accidents, and first aid. Higher education institutions must maintain these programs and offer continuous professional development to meet evolving needs if teachers are the first to respond to incidents in schools. Community collaboration and student training are also essential for boosting overall resilience. Future studies should examine different emergency response methods as well as the impact of environmental and cultural elements on teacher reactions if our goal is to enhance teacher responses during emergencies.

 

Article visualizations:

Hit counter


Keywords


PE teachers, experiences, disasters, emergency response, phenomenology

Full Text:

PDF

References


Ahmad, I. (2021). Thorndike’s theory for improving madrasah teachers’ creative thinking and publication. ResearchGate. Retrieved from https://www.researchgate.net/publication/351294362

Al-Asmari, M. G., Alghamdi, A. A., & Alzahrani, H. M. (2023). Effectiveness of first aid and CPR training programs among schoolteachers: A systematic review. International Journal of Environmental Research and Public Health, 20(2), 2153. https://doi.org/10.3390/ijerph20022153

Aldueza, N. C. E. (2024). Skill competencies of PE teachers based on qualitative contribution evaluation of NBC 461 towards an upskilling program. International Journal of Multidisciplinary Research and Analysis, 7(7), Article 38. https://doi.org/10.47191/ijmra/v7-i07-38

Al Asmari, N. A., et al. (2023). Awareness of school teachers about students' common emergencies during school time in the eastern region, Saudi Arabia: A cross-sectional study. Journal of Community Health,

Anderson, G. S., Gaetz, M., & Masse, J. (2011). First aid skill retention of first responders within the workplace. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 19(1), 11. https://doi.org/10.1186/1757-7241-19-11.

Bhatt, H., G, P., Shankar, S., & Haralikar, S. (2021). Wireless sensor networks for optimization of search and rescue management in floods. Proceedings of the 2021 International Conference on Robotics Systems and Vehicle Technology. https://doi.org/10.1145/3450292.3450299

Bhandari, P. (2020). An introduction to qualitative research. Retrieved from https://www.scribbr.com/methodology/qualitative-research/

Brock, R. (2020). Connectionism—Edward Thorndike. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory (pp. 101–112). Springer. https://doi.org/10.1007/978-3-030-43620-9_8

Byrne, J. (2023). Research on junior high school English reading classes based on the principle of timing and Thorndike’s three laws of learning. ResearchGate. Retrieved from https://www.researchgate.net/publication/346412826

Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.)

Etikan, I. (2020). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Ghandour, A. J., Hammoud, H., & Al-Hajj, S. (2020). Analyzing factors associated with fatal road crashes: A machine learning approach. arXiv. https://arxiv.org/abs/2001.10440

Gopalakrishnan, S. (2019). Disasters & fundamental aspects of disaster management program. BIHER. Retrieved from https://www.researchgate.net/publication/330080379_DISASTERS_FUNDAMENTAL_ASPECTS_OF_DISASTER_MANAGEMENT_PROGRAM

Herrera Jr, S. H. (2021). Implementation of the disaster risk reduction and management in flood-prone barangays in Talisay City. International Social Science Review, 4(1), 1-1. Retrieved from https://ejournals.ph/article.php?id=17694

Heylen, J., et. al. (2023). Teacher preparedness for medical emergencies in Belgian classrooms: Studying objective and subjective first aid knowledge. European Journal of Emergency Medicine, 30(2).

Heylen, E., Smits, T., & Van de Velde, S. (2023). Retention of first aid knowledge and skills among teachers: A call for refresher training. BMC Public Health, 23(1), 1127. https://doi.org/10.1186/s12889-023-15784-9

International Labour Organization. (2022, October 20). Work hazards kill millions, cost billions. Retrieved from https://www.ilo.org/resource/article/ilo-work-hazards-kill-millions-cost-billions

Jean Louis, C., Beaumont, C., Velilla, N., Greif, R., Fernández, J., & Reyero, D. (2022). The “ABC Saves Lives”: A schoolteacher-led basic life support program in Navarra, Spain. SAGE Open Medicine, 10. https://doi.org/10.1177/21582440221124478

Jung, E.-M., & Newen, A. (2020). Knowledge and abilities: The need for a new understanding of knowing-how. Academia.edu. Retrieved from https://www.academia.edu/23410605/Knowledge_and_abilities_The_need_for_a_new_understanding_of_knowing_how

Kauffman, K., & Van Horn, S. (2021). Educators Responding with Care. Voices from the Front Line: Ideas to Help Educators Solve Today’s Crucial Issues, 41.

Lafuente, J. C., González Raboso, J., & González Raboso, A. (2022). Physical Education Teachers and Emergency Services: Training in prevention and key first aid to improve the use of emergencies. International Humanities Review, 14(2).

Leilei, W., Rajendiran, S., & Gayathri, K. (2021). An emergency response system created to combat injuries during physical education training in a university using deep learning. The Electronic Library, 39(4), 505–525. https://doi.org/10.1108/EL-07-2020-0175

Leilei, Z., Xiaojun, M., & Qian, W. (2021). Intelligent emergency response systems in physical education: A technological perspective. Journal of Educational Technology Systems, 50(1), 89–105. https://doi.org/10.1177/00472395211001391

Lester, S. (2018). An introduction to phenomenological research. Retrieved from https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=7ad9b8d4-6a93-4269-94d2-585983364b51〈=en-GB

Lubis, A. E., & Nugroho, A. (2020). First Aid Training Model for Physical Education Teachers. TEGAR: Journal of Teaching Physical Education in Elementary School, 4(2), 73-80.

Mangidi, U., Mandaya, I., & Ngii, E. (2021). Floods as natural hazards. ResearchGate. https://www.researchgate.net/publication/309461829_Floods_as_Natural_Hazards.

Macias, S. (2024). Reinforcement. In EBSCO Research Starters Editorial. Retrieved from EBSCOhost

Medeiros, M. C. de M., Lima, M. S. A., Leal, E. S., Lima, B. D. de S. de, Souza, C. M. de A., & Souza, M. A. C. (2022). Importing first aid for physical education professionals: an integrative review. Research, Society and Development, 11(10). https://doi.org/10.33448/rsd-v11i10.32314.

Minguito, G., & Banluta, J. (2023). Resilient energy systems for disaster relief operations in the Philippines. Journal of Asian Energy Studies, 7, 48–61. https://doi.org/10.24112/jaes.070004

Minson, S. E., Baltay, A. S., Cochran, E. S., Hanks, T. C., Page, M. T., McBride, S. K., Milner, K. R., & Meier, M.-A. (2019). The limits of earthquake early warning accuracy and the best alerting strategy. Scientific Reports, 9, 2478.

Neely, J. S., Salditch, J., & Spencer, B. D. (2022). A more realistic earthquake probability model using long-term fault memory. Bulletin of the Seismological Society of America, 112(2), 584–602.

O’Connor, S., Comerford, E., Moran, K., Whyte, E., Lacey, P., & Concannon, A. (2024). Irish primary school teachers’ experiences, training and knowledge in first aid. Irish Educational Studies, 43(4), 789-804.

Olmos-Gómez, M. del C., Ruiz-Garzón, F., Pais-Roldán, P., & López-Cordero, R. (2021). Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare. Healthcare, 9(4), 367. https://doi.org/10.3390/healthcare9040367

Oxford Reference (2020). Law of Exercise. Available from: https://www.oxfordreference.com/view/10.1093/oi/authority.20110803100054849.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2020). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Papachristos, S., & Kazakopoulos, P. (2024). Community building in crisis: Interventions with displaced communities in temporary housing shelters. Journal of Community Psychology, 52(2), 215–230. https://doi.org/10.1002/jcop.23045

Salita, C., Liwanag, R., Tiongco, R. E., & Kawano, R. (2019). Development, implementation, and evaluation of a lay responder disaster training package among school teachers in Angeles City, Philippines: using Witte's behavioral model. Public Health, 170, 23-31. https://doi.org/10.1016/j.puhe.2019.02.002

Salita, C., Tiongco, R. E., & Kawano, R. (2021). Assessment of school teachers’ disaster preparedness using the extended parallel process model: a cross-sectional study in Angeles City, Philippines. Journal of Public Health, 29, 1275-1282. Retrieved from https://link.springer.com/article/10.1007/s10389-020-01237-8

Schildkraut, J., & Nickerson, A. B. (2020). Ready to respond: Effects of lockdown drills and training on school emergency preparedness. Victims & Offenders, 15(5), 619-638.

Shaoying, G. (2024). Law of Effect. In The ECPH Encyclopedia of Psychology. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-6000-2_1104-1.

Trabelsi, K., Shephard, R. J., Zlitni, S., Boukhris, O., Ammar, A., Khacharem, A., & Chtourou, H. (2019). Dental trauma first-aid knowledge and attitudes of physical education teachers: a systematic review and meta-analysis of the literature with meta-regressions. Education Sciences, 9(4), 251. https://doi.org/10.3390/educsci9040251

Tschopp, N. (2024). The Cost of Caring: Secondary Traumatic Stress in Teachers (Doctoral dissertation, Johns Hopkins University).

Ungvarsky, J. (2024). Phenomenology. In EBSCO Research Starters. Retrieved from https://www.ebsco.com/research-starters/religion-and-philosophy/phenomenology.

U.S. Geological Survey. (2023). No, you can't predict earthquakes, the USGS says. Retrieved from https://www.usgs.gov/news/no-you-cant-predict-earthquakes-the-usgs-says.

Wang, S., Wu, X., & Xiong, Z. (2021). The effect of teachers’ reinforcement on English learning engagement of EAL learners. In Proceedings of the 2nd International Conference on Mental Health and Humanities Education, Advances in Social Science, Education and Humanities Research, 495–502. http://dx.doi.org/10.2991/assehr.k.210617.126

Weiner, H. (2019). The psychobiology and pathophysiology of anxiety and fear. In Anxiety and the anxiety disorders (pp. 333-354). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780203728215-23/psychobiology-pathophysiology-anxiety-fear-herbert-weiner

Williams, E., et al. (2022). The preparedness of schools to respond to emergencies in children: A national survey of school nurses. Journal of School Health, 92(6), 487–495.

Yıldırım, K., & Kaya, M. (2024). Impact of emergency preparedness seminars on teachers’ disaster response competencies. Educational Research and Reviews, 19(2), 45–54. https://doi.org/10.5897/ERR2024.4297

Yıldırım, Ö. F., & Kaya, H. (2024). Emergency response competencies strengthened by sustainable education: First aid training program for teachers. Sustainability, 16(18), 8166. https://doi.org/10.3390/su16188166




DOI: http://dx.doi.org/10.46827/ejsss.v11i2.1989

Copyright (c) 2025 Frelaine B. Gonzaga, Pedrito M. Castillo II

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2026. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.