2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Dumo, Eric D.*
Divine Word College of San Jose, Philippines (eric.dumo@deped.gov.ph; rhemxhay@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
The Department of Education coordinates with all schools in the country, guided by a manual covering prevention and mitigation, preparedness, response, recovery, and rehabilitation. Schools must establish a School Disaster Risk Reduction and Management (SDRRM) Committee in accordance with DepEd Order 37, s. 2015, with designated coordinators tasked to lead DRRM efforts. Thus, using a sequential exploratory design, this study aimed to determine the challenges encountered, coping mechanisms, and the level of implementation of Disaster Risk Reduction Management Program in Rizal, Occidental Mindoro. The qualitative phase revealed that technical knowledge, physical resources, community involvement, and financial resources are the themes in the challenges. In contrast, resource management, community engagement, and resilience-building are the themes of coping mechanisms. These themes underscored the barriers teachers face and the strategies they employ. The four components of DRRM, such as prevention and mitigation, preparedness, response, and recovery and rehabilitation, were adapted to determine their level of implementation. The results showed that challenges significantly influenced coping mechanisms, and both emerged as significant predictors across all DRRM stages, demonstrating that adversity fosters strong coping strategies that enhance disaster management outcomes. Protection motivation theory emphasizes how teachers assess threats and their perceived ability to take protective actions, ultimately influencing their disaster preparedness behaviors. This explains teachers’ motivation to protect themselves based on their cognitive appraisal of threats. Recognizing that there are still challenges to be addressed, this study recommends to the Department of Education-MIMAROPA Region the integration of DRRM modules into teachers’ professional development programs, incorporating hands-on simulations to build teachers’ confidence and expertise.
Keywords: challenges, coping mechanisms, Disaster Risk Reduction Management implementation, prevention and mitigation, preparedness, response, and recovery and rehabilitation
DOI: https://doi.org/10.5861/ijrse.2026.26711
Cite this article:
Dumo, E. D., & Galay-Limos, J. A. (2026). Challenges, coping mechanisms, and implementation level of Disaster Risk Reduction Management. International Journal of Research Studies in Education, 15(10), 169-187. https://doi.org/10.5861/ijrse.2026.26711
* Corresponding Author