Competencies of Teachers in Integrating Disaster Risk Reduction in Science and Social Studies Subjects in Basic Education Schools

This is a descriptive study, employing both quantitative and qualitative methods, conducted to determine the competencies of secondary school teachers handling science and social studies in the Basic Education Schools. Using the purposive sampling method, a researcher-made questionnaire based on Schulman's Pedagogical Content Knowledge (PCK) theory was administered to 62 secondary school teachers handling science and social studies subjects only. Results revealed that the teachers rated themselves "somewhat competent" (x=2.47) in terms of mastery of subject matter and "competent" (x=2.95) in the art of questioning in integrating disaster risk reduction in Science and Social Studies subjects. As to skills, the teachers rated their communication and facilitative skills as "competent" (x=2.99) and their evaluation skills as "competent" (x=2.90). With regards to methodologies, the teachers rated their use of strategies and techniques in teaching as "competent" (x=2.90) and the production and use of instructional materials as "competent" (x=2.83). Among the perceived difficulties of teachers in integration, disaster risk reductions are the lack of textbooks, modules, and instructional materials as well as lack of financial and technical support. Alternative methods to supplement the lack of textbooks and instructional materials include Internet research and pamphlets on disaster risk reduction.