Enhancing Teacher Resilience: Innovative Coping Strategies for Flood Vulnerabilities

Amjad Khuda Bakhsh; Rana Muhammad Amir Khan; Bushra Abbas Khan

Authors

Amjad Khuda Bakhsh Institute of Agri Ext., Edu & Rural Development, University of Agriculture, Faisalabad, Department of Education, Govt. Graduate College, Shah Sadar din, DGKhan
Rana Muhammad Amir Khan Institute of Agri Ext., Edu & Rural Development, University of Agriculture, Faisalabad, Pakistan
Bushra Abbas Khan Bahauddin Zakariya University, Multan

Keywords:

'Flood Vulnerabilities', 'Coping Strategies', 'Disaster Mitigation', 'Educational Continuity', 'Adaptive Strategies'

Abstract

Flood disasters have the potential to inflict substantial damage on infrastructure, homes and agricultural fields, leading to economic and societal vulnerabilities in the less affluent regions of Punjab, Pakistan. These floods also can displace communities, resulting in emotional distress and community disruption. During such challenging circumstances, educators play a pivotal role by providing education, solace, and guidance to farmers and students grappling with floods and potential mitigation measures. In 2022, flood disasters in Tehsil Taunsa Sharif, Punjab, Pakistan, caused significant harm to infrastructure, housing, and crops, exacerbating economic and social vulnerabilities within low-income communities. This study aimed to explore the effectiveness of teacher's coping strategies in flood-prone areas of Tehsil Taunsa Sharif in addressing these social vulnerabilities. For this research, a total of 25 high and higher secondary schools in Tehsil Taunsa Sharif were identified, from which a convenient sample of 10 schools were selected. The population consisted of 150 teachers and the sample included 85 school teachers, chosen using a confidence level of 95% and a confidence interval of 7%. Schools were selected through a convenient sampling technique, while respondents were randomly selected to ensure an unbiased sample. The findings revealed that the majority of teachers acknowledged using various coping strategies in flood-prone areas including efforts to establish a safe and inclusive learning environment (mean = 4.26), assisting students in developing problem-solving skills (mean = 4.26), encouraging students to express their feelings (mean = 4.25) and providing moral support (mean = 4.22). Furthermore, teachers employed various techniques to enhance the effectiveness of coping mechanisms, such as collaborating with local authorities (mean = 4.32), identifying student needs (mean = 4.28), and promoting mental well-being (mean = 4.28). Additionally, the study found that most teachers believed that flooding had a significant impact on the educational level (mean = 4.38). Public-private partnerships were perceived to enhance the well-being of the community (mean = 4.32). The flood's effects on student access to education (mean = 4.31) and mental health (mean = 4.28) were also evident. In light of these findings, the government needs to develop and implement effective early warning systems to alert communities about impending floods. This proactive approach can aid schools and families in preparing for potential disasters and taking necessary actions to minimize disruptions. Furthermore, the incorporation of flood-resistant features in the design of educational infrastructure, including schools, colleges, and universities is crucial for ensuring educational continuity during flood events.

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