publisher
A tri-theoretical framework for enhancing disaster preparedness in elementary schools: exploring collaboration, vulnerability, and constructivist education
- Source
- Frontiers in Education
- Published
- Last verified
- 13 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Operations & Delivery, Partners & Funders, Research & Evidence, Risk & Compliance, Technology & Data, Policy & Regulation
Executive summary
What happened, and why should leadership care?
Research from Frontiers in Education proposes a tri-theoretical framework to enhance disaster preparedness in elementary schools, focusing on collaboration, vulnerability, and constructivist education. This framework integrates Community of Practice Theory, Vulnerability Theory, and Constructivist Learning Theory to explain how these elements collectively influence preparedness outcomes among teachers in specific regions. The study utilized a quantitative design with data from 141 educators to validate the framework.
Why this matters
Why is this strategically important?
This research provides a structured approach to understanding and improving disaster preparedness, which is crucial for protecting vulnerable populations in educational settings. It highlights the interconnectedness of operational procedures, risk mitigation, and educational methodologies in building resilience against crises.
Key insights
What should be noted from the evidence?
- Disaster preparedness in elementary schools is influenced by a combination of collaboration, contextual risk conditions, and learning processes.
- The study integrates Community of Practice Theory, Vulnerability Theory, and Constructivist Learning Theory as complementary explanatory perspectives.
- A confirmatory quantitative design, using PLS-SEM via WarpPLS 8.0, was employed to analyze data.
- Data was collected from 141 validated responses of teachers, principals, and school heads in disaster-prone areas.
- The research specifically focused on elementary school teachers in the Department of Education (DepEd) Region VIII.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication