THE CRISIS MANAGEMENT IN PRIMARY SCHOOL

Abstract

This research article aimed to study: 1) to verify the components of crisis management in primary schools, and 2) identify best practices for crisis management in primary schools. The study employed a descriptive research design with a single-group, one-shot case study approach, in which no experimental treatment was applied. The sample consisted of 100 primary schools under the jurisdiction of the Office of Primary Educational Service Areas, Office of the Basic Education Commission, Ministry of Education. The sample size was determined using Taro Yamane’s sampling table at a 90% confidence level. A stratified random sampling technique was used to select the sample. Three respondents were selected from each school, comprising 1) school directors, 2) heads of general administration, and 3) teachers, resulting in a total of 300 respondents. The research instruments consisted of 2 types: a questionnaire, and a focus group discussion record form. The statistical methods used for data analysis included frequency, percentage, arithmetic mean, standard deviation, confirmatory factor analysis, and content analysis. The research findings revealed that: Crisis management in primary schools consisted of 5 main components and 130 indicators, namely: 1) policy and leadership 26 indicators, 2) crisis management team 26 indicators, 3) school crisis management planning 26 indicators, 4) crisis communication 26 indicators, and 5) training and preparedness 26 indicators. Best practices for crisis management in primary schools comprised five main components and 64 guidelines, namely: 1) policy and leadership 20 guidelines, 2) crisis management team 9 guidelines, 3) school crisis management planning 15 guidelines, 4) crisis communication 10 guidelines, and 5) training and preparedness 10 guidelines.