Disaster risk reduction management has been integrated into all schools to ensure that students and teachers are prepared in the event of a disaster or hazard.This study aimed to determine the extent of climate change adaptation, disaster risk reduction management practices, and resiliency of secondary school teachers in Sto. Nio. The study utilized a descriptive and correlational design. The needed data were gathered using the survey questionnaire. The respondents were secondary school teachers. Mean and Pearson were used as statistical tools.The findings revealed that secondary school teachers level of climate change adaptation was very satisfactory. The disaster risk reduction management practices of secondary school teachers were also very satisfactory. Secondary school teachers resiliency in terms of absorptive and anticipatory capacity was rated very satisfactory, while transformative capacity was rated satisfactory. There is a link between climate change adaptation and secondary school teachers resilience. The disaster risk reduction management practices and the resiliency of secondary school teachers were significantly related. Teachers who are climate change adaptive minimize the negative effects of climate change while seizing any new opportunities that may arise. Moreover, teachers were focused on determining the areas of their schools that were at risk of or vulnerable to certain calamities. The secondary teachers engaged in an acceptable practice of eradicating disaster risk through mitigation. Teachers must provide adequate knowledge on the various types of disasters that are likely to occur and ways to protect against them by incorporating them into their curriculum. 

climate change

Adaptation

disaster preparedness

resiliency