Abstract
In Japan, schools are commonly used as disaster evacuation centers. Teachers have evacuation center management roles; however, there is no established training for teachers to balance their management roles and teaching activities. We evaluated the effectiveness of simulation training that we designed to help teachers fulfill their roles in disaster situations while minimizing educational interruptions. A total of 42 teachers completed pre- and post-simulation questionnaires. Qualitative data were collected based on their free-response evaluations. The average scores showed significant increases in the cognitive (p < 0.001), affective, (p = 0.001), and psychomotor (p < 0.001) domains. The participants expressed acceptance of the others, confirmation of evacuation center rules, and a capacity to handle personal information. The study displayed what had happened at the shelters, and highlighted consensus building and job conflicts among the evacuees. Participating teachers learned a clear idea of what would happen in the workplace if it became a shelter after a disaster. They were accepting evacuating residents to their workplace and understood that cooperation was essential to ensure the education and safety of their school children.
Highlights
IntroductionLocal schools were used as evacuation centers until November 2014, which resulted in the postponement of classes and the disruption of children’s education
This study aims to assess the suitability of the training methodology and content in clarifying teachers’ understanding of their role and assess its effectiveness
Out of the 46 teachers who participated in the training, 42 teachers, whose forms had no missing answers, were included in the analysis
Summary
Local schools were used as evacuation centers until November 2014, which resulted in the postponement of classes and the disruption of children’s education
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