This study aimed to determine the Climate Change Education & School Disaster Management in promoting Organizational Resilience of Stand-Alone Senior High Schools in the Schools Division of Laguna. This study also answers the following: (1) The level of implementation of Climate Change Education, (2) The level of implementation of School Disaster Management, (3) The level of Organizational Resilience of Stand-Alone Senior High Schools, (4) Significant relationships between Climate Change Education and Organizational Resilience, (5) Significant relationships between School Disaster Management and Organizational Resilience, (6) Singly and in combination analysis of Climate Change Education & School Disaster Management as Predictors of Organizational Resilience, and (7) Calendar of Proposed Activities (CAPA).                 In this study, the descriptive method was used to examine climate change education, school disaster management, organizational resilience, and all the inferential questions in this research. The researcher purposively surveyed all Proficient Teachers from all Stand-Alone Senior High Schools with one hundred forty-three (143) teachers. The survey was conducted from November to December 2023 using a validated researcher-made questionnaire. The researcher used the formula for mean, standard deviation, ANOVA, Pearson (r), and multiple linear regression.                 Based on the findings, the implementation of climate change education was “Very High”. It was also found that the implementation of school disaster management was “Very High”. As for the organizational resilience of Stand-Alone Senior High Schools, it was remarked as “Strongly Agree” with a verbal interpretation of “Very High”. Moreover, the findings revealed that there is a significant relationship between climate change education and organizational resilience. Also, school disaster management showed a significant relationship with organizational resilience. In a single analysis, however, it was found that climate change education & school disaster management are not significant predictors of organizational resilience. Nevertheless, it was found that climate change education & school disaster management in combination are significant predictors of organizational resilience. As the findings suggest, the researcher rejected the null hypothesis stating insignificant relationship between climate change education and organizational resilience since the computed p-value were found lower than the significance alpha 0.05. This is also the case for rejecting the null hypothesis stating insignificant relationship between school disaster management and organizational resilience. However, the single analysis on climate change education and school disaster management as significant predictors of organizational resilience showed overall insignificance. Meanwhile, in combination analysis showed the opposite overall result therefore accepting the null hypothesis in single analysis but rejecting the null hypothesis in combination analysis. Consequently, the researcher recommends that schools may further promote environmental and climate care activities, particularly among teachers, and encourage more research activities. Also, continue with the guidelines and support for climate change education with stakeholders including DENR, LGUs, NYC, research, and teaching-learning activities.

Climate change

education

management