Enhancing Student Safety
Analysis of Teacher Practices on Emergency Incident Response in Public Secondary Schools
Bibliographic Data
| ID | 16913100 |
|---|---|
| Authors | Alfred Otara (0000-0002-1270-9127, Rongo University, corresponding author), Berther Kute (Rongo University), Hezekiah Otieno Omolo (Rongo University), Rodah Adoyo (Rongo University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251357184 |
| OpenAlex | W4413095204 |
| Language | EN |
| References cited | 35 |
This study investigated the critical part that teachers’ strategies have in ensuring student safety during emergencies in public secondary schools. Understanding how teacher practices contribute to efficient emergency response and student safety is important. This is because educational institutions encounter a variety of possible hazards that include natural catastrophes and other emergencies caused by people or mere accidents. Through a combination of qualitative and quantitative research methods, it was determined that teacher practices, namely emergency planning, training and drills, resource allocation, and evaluation, have a moderate impact on student safety. The findings bear great significance in understanding the degree to which distinct facets of teacher practices contribute to their readiness in ensuring student safety during crisis situations in academic institutions. The findings provide valuable perspectives for policymakers in the field of education, as well as administrators and instructors, to refine current safety protocols, and enhance teachers’ capacity to protect students during emergency occurrences
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| Citation velocity | historical |
|---|---|
| Highly cited | No |