The study investigates the intricate interplay between school heads socio-psychological perspectives, organizational culture, and their role in enhancing disaster risk reduction management (DRRM) within educational institutions. With a growing recognition of the vital role schools play in community resiliency, this study aims to provide valuable insights that can inform the development and implementation of effective DRRM strategies. By unraveling the layers of organizational culture within educational settings, the study aims to discern how it shapes the resilience of students, educators, and support staff in the face of unforeseen disasters. Additionally, the study delves into the organizational culture of schools, examining how cultural elements shape DRRM practices and policies. The level of social-psychological perspective in terms of social cognition, social influence, attribute formation and change, group dynamics, social perception, and socialization ranges from high to very high. Additionally, the level of organizational culture in terms of supportive and pro-active, shared values and beliefs, leadership influence, adaptability, employee engagement and cultural change ranges from high to very high. Moreover, the level of school disaster risk reduction management in terms of prevention and mitigation, preparedness, response, monitoring and evaluation and rehabilitation and recovery ranges from high to very high. Based on the results, the study concludes that there is significant difference in school disaster risk reduction management of the school heads when grouped according to age, gender, civil status, educational attainment, and position. There is also a partial significant relationship between socio-psychological perspective, organization culture, and school disaster risk reduction management. However, both socio-psychological perspective and organizational structure are not significant predictors of the latter.

Socio-Psychological

organizational culture

prevention