Prepared to Respond: Evaluating the First Aid Readiness of Public School Teachers

Abstract

This study evaluated the first aid readiness of public school teachers at Paliparan II Integrated High School in Dasmariñas, Cavite, with a focus on their knowledge, confidence, and preparedness in responding to school-based emergencies. Using a descriptive quantitative design, the study employed a structured questionnaire distributed to 50 full-time teaching personnel. The instrument assessed demographic profiles, first aid knowledge through a 10-item test, and confidence through a 10-item Likert scale. Findings revealed that teachers demonstrated strong foundational knowledge, particularly in handling minor injuries, fainting, and choking incidents. However, there were evident gaps in more complex emergency procedures such as cardiopulmonary resuscitation (CPR), seizure management, and response leadership. Confidence levels mirrored this trend, with higher ratings for basic first aid tasks and lower ratings for critical interventions. These results align with the Social Cognitive Theory (Bandura, 1997), suggesting that preparedness is influenced not only by knowledge but also by self-efficacy and prior experience. The study also resonates with the call for regular training embedded in DepEd Order No. 33, s. 2021. Based on the findings, the study recommends regular simulation-based training, targeted refresher courses, and the formation of a teacher-led safety committee. These measures aim to close the gap between awareness and application, fostering a more responsive and resilient school environment.