INFLUENCE OF IMPLEMENTATION OF EDUCATION SECTOR DISASTER MANAGEMENT POLICY STATEGIES ON DISASTER PREPAREDNESS IN PUBLIC DIPLOMA TEACHER TRAINING COLLEGES IN KENYA
| dc.contributor.author | Etende Patrick | |
| dc.date.accessioned | 2026-08-14T09:08:24Z | |
| dc.date.available | 2026-08-14T09:08:24Z | |
| dc.date.issued | 2025-10-20 | |
| dc.description.abstract | This research investigated the influence of strategies derived from the Education Sector Disaster Management Policy (ESDMP) on disaster preparedness in Public Diploma Teacher Training Colleges (PDTTCs) located in Kenya. It was anchored on Protection Motivation Theory (PMT). The focus was on four strategies: management and coordination, capacity building, resource mobilization, and monitoring, evaluation, accountability, and learning (MEAL). Partnerships, collaborations, and linkages were excluded due to their macro-level orientation beyond institutional control. The study also investigated implementation challenges and proposed resilience-enhancing interventions. A convergent design utilizing mixed methods was employed to facilitate the concurrent gathering and integration of both quantitative and qualitative data, enabling thorough analysis and triangulation. The study involved 269 third-year students, and 97 lecturers selected through simple random and stratified sampling, alongside a census of 3 principals and 3 Board of Management (BoM) chairpersons, yielding 372 participants. The instruments' validity was guaranteed by means of expert evaluation and pilot testing, whereas reliability was established through Cronbach’s alpha (α ≥ .78) for quantitative assessments and inter-coder agreement for qualitative information. Quantitative data were analyzed using descriptive statistics, independent-samples t-tests, and ANOVA, whereas qualitative data were analyzed thematically following Braun and Clarke’s (2006) six-step framework. Themes were developed inductively to reflect participants lived experiences, with credibility enhanced through methodological triangulation, peer debriefing, and cross-checking codes against raw data. Findings revealed the minimal influence of the strategies on preparedness due to poorly functioning Disaster Management Committees (DMCs), with lecturers rating their effectiveness significantly lower than students (p < .001). Capacity building was fragmented, irregular, and underfunded, with students reporting higher preparedness (M = 3.23) than lecturers (M = 2.45). Resource mobilization did not align with policy provisions, while MEAL strategies lacked clear frameworks and performance indicators. Demographic factors had a minimal influence on perceptions of participants. Qualitative themes such as policy fatigue and tokenistic implementation emphasized the gap between policy and practice. The study concludes that enhancing disaster preparedness in Kenya’s teacher training colleges requires structural reforms, stronger stakeholder engagement, and sustainable investment. Recommendations include formalizing DMCs, integrating preparedness into curricula, and allocating dedicated budgets for preparedness and MEAL strategies to strengthen college resilience. | |
| dc.identifier.uri | https://repository.cuea.edu/handle/123456789/698 | |
| dc.publisher | The catholic University of Eastern Africa | |
| dc.title | INFLUENCE OF IMPLEMENTATION OF EDUCATION SECTOR DISASTER MANAGEMENT POLICY STATEGIES ON DISASTER PREPAREDNESS IN PUBLIC DIPLOMA TEACHER TRAINING COLLEGES IN KENYA |