Author

Ericson Maglasang, JD*
Cebu Technological University – Main Campus, Cebu City, Philippines

Dr. Regina P. Galigao
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

School facility planning plays a critical role in ensuring safe, resilient, and effective learning environments, particularly in public education systems facing increasing environmental, infrastructural, and socio-economic challenges (Organization for Economic Co-operation and Development [OECD], 2020; Woolner, 2010). This study examines educational planning and management practices among teachers in DepEd Cebu City for the School Year 2025–2026, with a focus on their implications for school facility planning for safety and resiliency. Anchored in educational planning theory and institutional management frameworks (Sahlberg, 2015), the study employed a descriptive-correlational research design using survey questionnaires administered to selected public school teachers. The study investigated teachers’ extent of involvement in key planning processes, including goal setting, resource allocation, organizing activities, and participation in safety and resiliency initiatives. It also assessed the level of effectiveness of educational planning and management across six domains: strategic goals, human resources, financial management, school facilities, curriculum development, and evaluation metrics. Findings revealed that teachers demonstrated moderate to high involvement in planning activities, particularly in organizing school programs and supporting safety initiatives. The level of effectiveness across management domains was generally rated as high, with school facilities and strategic planning identified as critical areas influencing overall institutional performance, consistent with findings in international contexts (OECD, 2020). Statistical analysis indicated a significant relationship between teachers’ involvement in planning processes and the perceived effectiveness of educational management. However, challenges such as limited funding, inadequate infrastructure, insufficient training in disaster preparedness, and low stakeholder engagement were identified as barriers to effective school facility planning. These findings align with studies conducted in Asia, which emphasize the importance of disaster preparedness and school-based risk reduction (Shiwaku & Shaw, 2018; Septiana et al., 2019), and in Europe, which highlight the role of infrastructure in supporting educational quality and well-being (Woolner, 2010). Based on the results, the study proposes a school facility planning framework that emphasizes stakeholder collaboration, data-driven decision-making, and the integration of safety and resiliency measures into educational planning. The study underscores the need for strengthened institutional capacity, inclusive leadership, and sustained investment in school infrastructure to ensure safe, adaptive, and learner-centered environments.

Keywords: Educational planning and management, school facilities, safety, resiliency, teacher involvement, public schools.

*Corresponding author / Email: ericson.maglasang001@deped.gov.ph
DOI: https://doi.org/10.69651/PIJHSS05021158

Recommended citation:
Maglasang, E., & Galigao, R. P. (2026). School Facility Planning for Safety and Resiliency: Implications for Educational Planning and Management. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4395-4409. https://doi.org/10.69651/PIJHSS05021158

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