| Abstract |
This thesis researches the educational community's preparedness for crisis management of physical hazards, as well as the teachers' views on their training regarding them. More specifically, this work consists of the theoretical part, which is based on the literature, on the definition of the crisis caused by natural hazards, how it can be manifested, how it can be prevented but also how it is managed when the need arises. In particular, it researches natural disasters management in Greece in the school environment. In addition, the psychological influence of natural disasters is investigated. The concept of "training" is analyzed and a brief historical overview of Greek educational policy is made. The training needs of teachers; the implementers of the programs, their classification criteria are investigated.
In the second part of the research the method is analyzed, its purpose is clarified and the questions are formulated. Furthermore, the research tool, the sample and the results are additionally analyzed and interpreted. More specifically, the survey began in May and was completed in mid-September 2019. The research population consisted of secondary education teachers in the prefecture of Chania, which is characterized as seismic due to its geographical location and rain - affected, due to the previous year’s floods. The final sample for the quantitative research approach was 120 teachers, representing approximately 10% of the population. Participants completed a questionnaire designed by the researcher in collaboration with the supervising professor. The results were processed with the IBM Statistical Program S.P.S.S. 21 with tables and graphs. The results showed that teachers' willingness to manage a physical risk is not high. Although most are aware of the existence of a crisis management team, they are not adequately trained and, furthermore, responsibilities and roles for emergency management have not been shared. It is noteworthy that in most of the school units the results showed that no contact was made with the families of the students. Teachers’ knowledge about their schools evacuation plan is good, but they do not feel that it is the same for their students. Implementation of preparedness exercises is also well classified, but their evaluation is poor. Teachers recognize the need for continuous improvement and want to evaluate evacuation and emergency plans with their administrators. In addition, they do not feel secure with the existing logistical infrastructure and believe that the application of the rules and procedures must be followed strictly for the effective management of a crisis. In addition, they recognize the need for solid cooperation with supporting agencies in the vital sectors of prevention, intervention and reconstruction, if and when needed. Physical hazard management training for teachers is essential, and most opt for fire and hydrological disasters training. Another area of interest for teachers is the management of the psychological impact of a disaster. The preferred form of training for teachers should last two or three days and it should be repeated annually. Implementation time is set within the school year and within their working hours. It is particularly important that the place of implementation is easily accessible and that the training level is high, preferably by specialized personnel on the subject. Teachers consider it necessary to be provided by a certificate of attendance and would prefer a subsidized disaster management training program.
The choice of the research subject and the exploration of teachers' views on the readiness of school units as far as the management of natural disasters is concerned, was a personal reflection and an interest of scientific inquiry. This research aspires to be the launching pad for further research and analysis, with the aim of the protection of the members of the school community.
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