Risk Management Competencies of School Administrators and Risk Assessment Practices In Elementary Schools

AUTHOR(S)

ANNIE ROSE D. CATAROS

ABSTRACT

— This study determined the significant relationship between the Strategic Planning Competencies of School Administrators and their Relationship to Risk Assessment competencies in Public Elementary Teachers. A proposed instructional supervisory plan was formulated based on the result of the study. A descriptive-correlational design was used in this study to investigate the relationship between Strategic Planning Competencies of School Administrators and their Relationship to Risk Assessment Practices in Public Elementary Teachers. This design makes it possible to evaluate both variables in a methodical manner, which makes it easier to investigate any possible correlations between them. This study attempts to clear or validate on the degree to which strategic Planning Competencies relates to the performance of teachers and students. The test of Relationship, which examines the correlation between Risk Management Competencies and Risk Assessment Practices among school administrators. The statistical analysis utilized Pearson’s correlation coefficient (r) and a t-test to determine the significance of the relationship between these two variables. The computed r-value and a t-value, compared with a table value at a 0.05 level of significance, led to the rejection of the null hypothesis. This indicates a very strong and statistically significant relationship between the level of risk management competencies and the effectiveness of risk assessment practices in schools. The correlation coefficient indicates a very strong positive relationship between the variables. This suggests that as school administrators demonstrate higher levels of risk management competency—such as environmental scanning, goal setting, strategy formulation, and monitoring—they are more likely to engage in thorough and systematic risk assessment practices. These practices include identifying, evaluating, and mitigating school-related risks effectively. The computed t-value, which is significantly greater than the table value, confirms the statistical significance of the result. Thus, the relationship is not due to chance. This means that administrators who are well-trained and highly competent in managing school-related risks tend to implement more structured and responsive risk assessment protocols, leading to safer and more proactive educational environments. The implications of this finding are both practical and strategic. The very strong relationship suggests that improving administrators’ risk management competencies could directly enhance the overall effectiveness of school risk assessment procedures. This supports the need for continuous professional development programs focused on risk management, disaster preparedness, and strategic planning. Furthermore, school systems should institutionalize structured training, monitoring tools, and stakeholder engagement to sustain high levels of performance in both competencies and assessment practices Keywords — Riak Assessment Competencies, School Administrators, Practices, Elementary Schools