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Table of Contents
ARTICLE
Year : 2018  |  Volume : 19  |  Issue : 2  |  Page : 54-57

Effectiveness of structured teaching programme on knowledge regarding disaster management among the school teachers


Staff Nurse, Karuna Medical College Hospital, Kerala, India

Date of Web Publication5-Jun-2020

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Source of Support: None, Conflict of Interest: None


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  Abstract 


Disasters in any form cause major destruction to the structure of the society. It claims more lives and properties also. The concept of disaster preparedness is the need of the hour. This can reduce the impact of disaster on human lives. School is a place where young children spend most of the time. The teachers are responsible for the safety of children at school. Educating them on disaster management may be helpful in crisis situation. Hence a study to evaluate the effectiveness of structured teaching programme on knowledge regarding disaster management among the school teachers was conducted among 60 school teachers selected by adopting simple random sampling method. The results found that the intervention was effective in improving the knowledge of teachers on disaster management.

Keywords: disaster management, school teachers, knowledge


How to cite this article:
Jose A, Thomas AC, Sumayya. Effectiveness of structured teaching programme on knowledge regarding disaster management among the school teachers. Indian J Cont Nsg Edn 2018;19:54-7

How to cite this URL:
Jose A, Thomas AC, Sumayya. Effectiveness of structured teaching programme on knowledge regarding disaster management among the school teachers. Indian J Cont Nsg Edn [serial online] 2018 [cited 2022 Dec 1];19:54-7. Available from: https://www.ijcne.org/text.asp?2018/19/2/54/286090






  Introduction Top


Disaster is a serious disruption for the functioning of the society. It leads to a range of human, material, and environmental loss. World Health Organization (2000) reported that around 100 million people are affected globally because of disaster and 60,000 die every year. India is a highly disaster prone country in the Asia Pacific region. Countries like India lack resources such as man, money, knowledge related to disaster management. Health care professionals are aware of health related issues and its management, but the general public may not be aware of all these issues. Some important aspects like first aid, CPR, disaster management must be known to the general public. Disaster does not discriminate people. Since the loss due to any disaster is heavy, people should be aware of disaster preparedness and its management.

Following the Gujarat Earth quake in 2001 and the Tsunami in 2004 in Indonesia, Sri Lanka and India, many lives, property and the even the health care facilities were damaged. Many skilled and trained teachers came forward for relief work. Studies found that teaching the life saving techniques to other than medical professionals are also effective in managing crisis situations. With 1,74,500 casualties, 51,500 missing, and roughly 1.5 million were people displaced, the toll of human casualties from the 2004 Indian Ocean Tsunami has no modern historical equal (Risk Management Solutions, n.d). Community awareness program targeted towards ladies, teenage girls, and school teachers increased the awareness of community members in prevention of disastrous events and to improve the knowledge on first aid measures.

School is a place where large numbers of young children spend most of their time. Teachers take care of children during the school hours. The fire accident that took place in a school at Kumbakonam a few years ago can never be forgotten. Elementary school education lays the foundation for all future school education. Therefore, the elementary school teachers’ attitude towards the importance of disaster prevention education will have a bearing on the success of disaster prevention education (Chung & Yen, 2016). Taiwanese government has also ardently pushed for campus disaster prevention education since 2005 and cultivated many schools as the so-called “seed schools” of disaster prevention education (Yi-Hsiu, 2010). Teachers play a major role in creating a healthy society in all aspects. Their responsible behavior and positive attitude make them succeed in the assigned task. Educating teachers on disaster management may save many young lives. Hence it was decided to educate the school teachers on disaster preparedness and management to save young lives. Some of the major disasters that occurred in Indian schools are listed below (see [Table 1].
Table 1: Major Disasters that Occurred among School Children

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A survey was conducted by Asian Disaster Risk Reduction Centre (ADRC) in Sri Lanka, Maldives, India and Indonesia targeting school children, teachers and Government officials. The results revealed that majority of them were not aware of disaster risk reduction and they had poor knowledge on disaster management (ADRC, 2012). It was noted that the knowledge of the teachers were not satisfactory in another study. A training manual was found to be effective in promoting the knowledge of teachers on disaster management. There was a positive correlation found between the knowledge and practice of school teachers (Joshi, Sawane, & Jabade, 2015). Thus the current study was undertaken with the following objectives.

  • To assess the knowledge regarding disaster management among the school teachers
  • To evaluate the effectiveness of structured teaching programme on disaster management among the school teachers
  • To find the association between knowledge and selected demographic variables



  Methodology Top


The present study adopted quantitative research approach to test the effectiveness of the intervention. A quasi experimental research design with one group pretest and posttest method was adopted to conduct the research study. The school chosen for the study was established in 1947 and currently employs 120 teachers. Among them 60 were selected using simple random sampling technique. The teachers with more than two years of experience of both genders were included in the study. After obtaining informed consent from them data were collected using an investigator prepared questionnaire. The tool consisted of two parts. The first part assessed the demographic details of the subjects. The second part was the tool to assess the teachers’ knowledge on disaster management. The total score was 30. The aspects included in the questionnaire were definition, disaster, types, phases, management, effect of disaster, disaster triaging, and role of teachers in disaster management. Content validity was obtained from experts.

Data Collection

During the pretest, the data on demographic details and the knowledge of the teachers on disaster management was assessed. After obtaining permission from the head of the institution the subjects assembled together for the teaching session. The teachers were divided into two groups. In each group there were 30 teachers. Group teaching was given on disaster management in two sessions. Each session was for about 2 hours. Teachers were given an information booklet on disaster management at the end of the session. After one week, posttest was done by using the same questionnaire. Data collection was done during school hours. Permission for the study was obtained from the Institutional Review Board. Data were analyzed using both descriptive and inferential statistics.


  Results and Discussion Top


Majority of the teachers were women aged above 35 years with more than 10 years of experience. Nearly 42% of the teachers were undergraduates and around 57% were post graduates (See [Table 1]). The mean pretest knowledge score was 13.8 and increased to 28.5 during the posttest. The calculated t value was 5.87 which was significant at p < 0.05 and it can be inferred that the intervention was effective in promoting the knowledge of teachers on disaster management (see [Table 3]. Similar results have been observed in other studies (Chung & Yen, 2016; Joshi et al., 2015). The association between the knowledge and the selected demographic characteristics were assessed. It was found that there was an association of knowledge with age, gender, experience, and educational qualifications (χ2 = 4.31,3.67,7.51 and 3.94).
Table 2: Demographic Variables of Teachers

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Table 3: Effectiveness of the Structured Teaching program on the Knowledge of Teachers regarding Disaster Management

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  Conclusion Top


Teachers play a vital role in the safety of children when they are in school. Since teaching is a responsible job, teachers can do their part if they have adequate training. The findings of the present study indicate that teachers’ knowledge was less than average before the intervention and the structured teaching program on disaster management for the school teachers was effective in promoting knowledge of the teachers on disaster management. If the teachers are trained in these aspects they may be utilized to assist the health care professionals during a crisis. They will be a useful human resource when needed. In situations where disaster affects the health structure itself, it is wise to have an alternative to health care professionals to minimize the damage and for effective relief work. Giving a booklet also ensured that the subjects can refresh their knowledge. Hence it can be said that educating teachers on disaster management is an effective intervention in promoting the knowledge of teachers on disaster management, with the hope that they will provide effective relief in the event of a future disaster.

Conflicts of Interest: The authors have declared no conflicts of interest.





 
  References Top

1.
Asian Disaster Risk Reduction Centre. (2012). Human Resource Development: Capacity building in the ASEANregion. Retrievedfromhttps:/ /www.adrc.asia/publications/ annual/10 /10eng/index.html  Back to cited text no. 1
    
2.
Chung, S. C., & Yen, C. J. (2016). Disaster prevention literacy among school administrators and teachers: A study on the plan for disaster prevention and campus network deployment and experiment in Taiwan. Journal of Life Sciences, 10, 203-214. doi: 10.17265/1934-7391/2016.04.006  Back to cited text no. 2
    
3.
Joshi, S.G., Sawane, К., Jabade, M. (2015). Effectiveness of training manual on disaster management in terms of knowledge and self-expressed practices among secondary school teachers in selected schools of Pune City. International Journal of Science and Research, 4(9), 2093-2096.  Back to cited text no. 3
    
4.
Risk Management Solutions. (n.d). Managing tsunami risk in the aftermath of the 2004 Indian ocean earthquake & tsunami. Retrieved from http: //www. disastersrus. org/emtools/ Tsunami/Indian Ocea TsunamiReport.pdf  Back to cited text no. 4
    
5.
World Health Organisation. (2000).The World Health Report 2000 - Health systems: Improving performance. Retrieved from https://www.who.int/whr/2000/en/  Back to cited text no. 5
    
6.
Yi-Hsiu, L. (2010). The implementation and effectiveness of the civic-action approach curriculum on disaster- prevention education from a global perspective: An exemplary program of “whirling with typhoons. Retrieved from https: //scholar, google.со. in/scholar? hl=en&as_s dt=0 %2C5&q=+ The+Implementation+and+Effectiveness+of+the+ Civic-Action+Approach+ Curriculum + on+Disaster  Back to cited text no. 6
    



 
 
    Tables

  [Table 1], [Table 2], [Table 3]



 

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Abstract
Introduction
Methodology
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