Evalution of The Self-Efficacy of Emergency Response Teams  in Educational Institutions

Lokman Odabaş; Bekir Can Şimşek; Dönüş Gençer

Makale detayları

Evalution of The Self-Efficacy of Emergency Response Teams in Educational Institutions

Yazarlar:

Lokman Odabaş | Bekir Can Şimşek | Dönüş Gençer

Yayıncı:

Ankara University

Ana Başlıklar:

Sosyoloji (Diğer)

Dergi:

Afet ve Risk Dergisi Vol.8 Issue 2, pp.613-629

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355714

pISSN:

2636-8390

Anahtar kelimeler:

Özet:

 Türkiye is highly susceptible to various natural disasters and emergencies due to its geological, topographical, and meteorological characteristics. This vulnerability is further intensified in urban areas where population density and socio-economic activities are concentrated. Among the most at-risk settings are primary and secondary schools, where large numbers of students gather daily, significantly increasing the potential for casualties and damage during emergencies. Ensuring the safety of these vulnerable populations and mitigating risks during such events is of critical importance. Therefore, enhancing disaster and emergency preparedness within educational institutions should be prioritized. This study aims to assess the self-efficacy levels and crisis management competencies of school emergency response teams, while also promoting awareness of the responsibilities held by school administrators and the teams under their leadership. The research was conducted during the 20222023 academic year and included 284 participants, comprising school administrators and teachers serving on emergency response teams across 32 schools in the Beşikdüzü and Şalpazarı districts of Trabzon Province, Türkiye. A descriptive and cross-sectional design was employed, with data collected via a general information form and the Emergency Response Team Self-Efficacy Scale. Statistical analyses were performed using SPSS version 22, incorporating descriptive statistics, independent samples t-tests, and one-way ANOVA. The results indicated that participants reported the lowest scores in the competence and readiness dimensions, while the interest dimension received the highest scores. Receiving basic disaster training significantly improved participants perceived competence and interest levels, though it did not have a significant effect on readiness. Competence levels varied significantly based on gender, age, role, and team membership, with older participants and school leaders demonstrating higher self-efficacy. However, no significant relationship was found between professional seniority and preparedness. Notably, a considerable number of participants stated that they were unaware of their specific responsibilities or fellow team members, emphasizing the need for structured training, inclusive participation, and comprehensive emergency planning that involves all school personnel.

 Türkiye is highly susceptible to various natural disasters and emergencies due to its geological, topographical, and meteorological characteristics. This vulnerability is further intensified in urban areas where population density and socio-economic activities are concentrated. Among the most at-risk settings are primary and secondary schools, where large numbers of students gather daily, significantly increasing the potential for casualties and damage during emergencies. Ensuring the safety of these vulnerable populations and mitigating risks during such events is of critical importance. Therefore, enhancing disaster and emergency preparedness within educational institutions should be prioritized. This study aims to assess the self-efficacy levels and crisis management competencies of school emergency response teams, while also promoting awareness of the responsibilities held by school administrators and the teams under their leadership. The research was conducted during the 20222023 academic year and included 284 participants, comprising school administrators and teachers serving on emergency response teams across 32 schools in the Beşikdüzü and Şalpazarı districts of Trabzon Province, Türkiye. A descriptive and cross-sectional design was employed, with data collected via a general information form and the Emergency Response Team Self-Efficacy Scale. Statistical analyses were performed using SPSS version 22, incorporating descriptive statistics, independent samples t-tests, and one-way ANOVA. The results indicated that participants reported the lowest scores in the competence and readiness dimensions, while the interest dimension received the highest scores. Receiving basic disaster training significantly improved participants perceived competence and interest levels, though it did not have a significant effect on readiness. Competence levels varied significantly based on gender, age, role, and team membership, with older participants and school leaders demonstrating higher self-efficacy. However, no significant relationship was found between professional seniority and preparedness. Notably, a considerable number of participants stated that they were unaware of their specific responsibilities or fellow team members, emphasizing the need for structured training, inclusive participation, and comprehensive emergency planning that involves all school personnel.

 Türkiye is highly susceptible to various natural disasters and emergencies due to its geological, topographical, and meteorological characteristics. This vulnerability is further intensified in urban areas where population density and socio-economic activities are concentrated. Among the most at-risk settings are primary and secondary schools, where large numbers of students gather daily, significantly increasing the potential for casualties and damage during emergencies. Ensuring the safety of these vulnerable populations and mitigating risks during such events is of critical importance. Therefore, enhancing disaster and emergency preparedness within educational institutions should be prioritized. This study aims to assess the self-efficacy levels and crisis management competencies of school emergency response teams, while also promoting awareness of the responsibilities held by school administrators and the teams under their leadership. The research was conducted during the 20222023 academic year and included 284 participants, comprising school administrators and teachers serving on emergency response teams across 32 schools in the Beşikdüzü and Şalpazarı districts of Trabzon Province, Türkiye. A descriptive and cross-sectional design was employed, with data collected via a general information form and the Emergency Response Team Self-Efficacy Scale. Statistical analyses were performed using SPSS version 22, incorporating descriptive statistics, independent samples t-tests, and one-way ANOVA. The results indicated that participants reported the lowest scores in the competence and readiness dimensions, while the interest dimension received the highest scores. Receiving basic disaster training significantly improved participants perceived competence and interest levels, though it did not have a significant effect on readiness. Competence levels varied significantly based on gender, age, role, and team membership, with older participants and school leaders demonstrating higher self-efficacy. However, no significant relationship was found between professional seniority and preparedness. Notably, a considerable number of participants stated that they were unaware of their specific responsibilities or fellow team members, emphasizing the need for structured training, inclusive participation, and comprehensive emergency planning that involves all school personnel.

 Türkiye is highly susceptible to various natural disasters and emergencies due to its geological, topographical, and meteorological characteristics. This vulnerability is further intensified in urban areas where population density and socio-economic activities are concentrated. Among the most at-risk settings are primary and secondary schools, where large numbers of students gather daily, significantly increasing the potential for casualties and damage during emergencies. Ensuring the safety of these vulnerable populations and mitigating risks during such events is of critical importance. Therefore, enhancing disaster and emergency preparedness within educational institutions should be prioritized. This study aims to assess the self-efficacy levels and crisis management competencies of school emergency response teams, while also promoting awareness of the responsibilities held by school administrators and the teams under their leadership. The research was conducted during the 20222023 academic year and included 284 participants, comprising school administrators and teachers serving on emergency response teams across 32 schools in the Beşikdüzü and Şalpazarı districts of Trabzon Province, Türkiye. A descriptive and cross-sectional design was employed, with data collected via a general information form and the Emergency Response Team Self-Efficacy Scale. Statistical analyses were performed using SPSS version 22, incorporating descriptive statistics, independent samples t-tests, and one-way ANOVA. The results indicated that participants reported the lowest scores in the competence and readiness dimensions, while the interest dimension received the highest scores. Receiving basic disaster training significantly improved participants perceived competence and interest levels, though it did not have a significant effect on readiness. Competence levels varied significantly based on gender, age, role, and team membership, with older participants and school leaders demonstrating higher self-efficacy. However, no significant relationship was found between professional seniority and preparedness. Notably, a considerable number of participants stated that they were unaware of their specific responsibilities or fellow team members, emphasizing the need for structured training, inclusive participation, and comprehensive emergency planning that involves all school personnel.

Makale detayları

Evalution of The Self-Efficacy of Emergency Response Teams in Educational Institutions

Yazarlar:

Lokman Odabaş | Bekir Can Şimşek | Dönüş Gençer

Yayıncı:

Ankara University

Ana Başlıklar:

Sosyoloji (Diğer)

Dergi:

Afet ve Risk Dergisi Vol.8 Issue 2, pp.613-629

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355714

pISSN:

2636-8390

Crisis

Disaster

Emergency

Emergency Response Teams

SchoolCrisis

Disaster

Emergency

Emergency Response Teams

School

Sayı

Makale detayları

Yazarlar: Lokman Odabaş | Bekir Can Şimşek | Dönüş Gençer

Yayıncı: Ankara University

Ana Başlıklar: Sosyoloji (Diğer)

Dergi: Afet ve Risk Dergisi Vol.8 Issue 2, pp.613-629

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001355714

pISSN: 2636-8390

Sayı

Yazarlar:

Lokman Odabaş | Bekir Can Şimşek | Dönüş Gençer

Yayıncı:

Ankara University

Ana Başlıklar:

Sosyoloji (Diğer)

Dergi:

Afet ve Risk Dergisi Vol.8 Issue 2, pp.613-629

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355714

pISSN:

2636-8390