Disaster Readiness of Public Schools and Remote Teaching Self-Efficacy: The Role of Implementing Learning Continuity Plans
Keywords:
Disaster readiness, Learning Continuity Plan, Remote teaching self efficacyAbstract
This study examined the relationships among the disaster readiness of public schools, the implementation of the Learning Continuity Plan (LCP), and teachers’ self-efficacy in remote emergency teaching. Further, it determined whether LCP implementation mediates the relationship between disaster readiness and self-efficacy. Using a quantitative correlational research design, data were collected from 100 public school teachers across five districts in Davao Occidental and Davao del Sur using validated survey instruments. Results revealed a very high level of disaster readiness among schools across the country, including an enabling environment, safe learning facilities, school disaster risk management, and disaster risk reduction in education. The extent of LCP implementation was rated high, indicating strong operationalization of focus and intervention, hand-holding initiatives, technical assistance, and stakeholder appraisal. Teachers also demonstrated high to very high self efficacy in remote teaching, particularly in online instruction and curriculum delivery. Correlation analysis showed significant positive relationships among the three variables. In contrast, mediation analysis confirmed that the LCP fully mediates the effect of disaster readiness on remote teaching self-efficacy. These findings highlight the critical role of continuity planning in transforming institutional preparedness into adequate instructional capacity, emphasizing the need for sustained support systems and strengthened LCP execution to enhance teachers’ resilience and performance during crises.
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