Earthquake Awareness and Preparedness among Teachers and Students: Implications for School Safety Enhancement Program
DOI:
https://doi.org/10.69569/jip.2026.411Keywords:
Disaster risk reduction, Earthquake awareness, Earthquake preparedness, Grade 12 students, Magpet National High School, School safety, TeachersAbstract
This study assessed the level of earthquake awareness and preparedness among teachers and students as a basis for a proposed School Safety Enhancement Program. A descriptive-comparative research design was employed, and data were gathered using a validated and reliability-tested questionnaire adapted from the Knowledge, Attitude, and Practices (KAP) framework. A total of 277 respondents, comprising 81 teachers and 196 Grade 12 students, participated in the study. Respondents were selected through stratified random sampling, with teachers and Grade 12 students treated as separate strata. Descriptive statistics, including weighted mean and standard deviation, were used to determine the levels of earthquake awareness and preparedness, while the Mann–Whitney U test was applied to examine differences between the two groups. Results showed that both groups reported very high levels of earthquake awareness across all dimensions. No statistically significant difference was found in overall earthquake awareness (U = 7,680, p = .671). Both groups also reported high levels of earthquake preparedness; however, a statistically significant difference was found in overall self-reported earthquake preparedness (U = 9,981, p < .001, rank-biserial correlation = 0.2574), with Grade 12 students reporting higher preparedness than teachers. At the dimension level, significant differences were found in Participation in Earthquake Drills (p < .001) and Confidence in Response (p < .001), whereas Preparedness Actions did not differ significantly (p = .341). The findings indicate that the observed difference in reported preparedness was concentrated in drill participation and confidence in response rather than preparedness actions. Based on these findings, a School Safety Enhancement Program was proposed as an evidence-informed framework to address the identified preparedness needs and strengthen school-based earthquake preparedness. Because the program was not implemented or experimentally evaluated in the present study, its effectiveness cannot be established from the findings.
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