Understanding the teachers' disaster preparedness beliefs

This study investigated the extent of teachers' disaster preparedness beliefs regarding perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self -efficacy and how their beliefs change concerning their demographic characteristics. The sample included 19,723 respondents who participated in the School-Based Disaster Education-Teacher Training Program of the Turkish Ministry of National Education. The results showed that teach-ers' preparatory beliefs, especially those associated with their perceived benefits, susceptibility, barriers, and self-efficacy, were high, whereas their beliefs were found as moderate and low levels in cues to action and perceived severity dimensions. Age, disaster education experience, and gender were found to be significant variables related to teachers' disaster preparation beliefs. However, respondents' residential areas do not show different beliefs since all regions of Turkiye are prone to short lead-time disasters. These findings can guide policymaking and interventions to promote national disaster preparedness and develop a more effective and tailor-made teacher training program.

Automated summary

This study examined teachers' disaster preparedness beliefs, including perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy, and explored how these beliefs relate to their demographic characteristics. The sample consisted of 19,723 respondents who participated in the Turkish Ministry of National Education's School-Based Disaster Education-Teacher Training Program. The results revealed that teachers' preparatory beliefs were high, particularly in terms of perceived benefits, susceptibility, barriers, and self-efficacy, while cues to action and perceived severity were found to be moderate or low. Age, disaster education experience, and gender were significant variables associated with teachers' disaster preparation beliefs. However, respondents' residential areas did not show different beliefs, as all regions of Turkey are prone to short lead-time disasters. These findings can inform policymaking and interventions to enhance national disaster preparedness and develop a more effective and tailored teacher training program.