Advancing Environmental Stewardship Through the DENR Communication, Education, and Public Awareness (CEPA) Program: Assessment of Implementation in Surigao City
Abstract
This study assessed the implementation of the Department of Environment and Natural Resources (DENR) Communication, Education, and Public Awareness (CEPA) Program in Surigao City and examined its contribution to environmental stewardship among stakeholders. Anchored on Environmental Behavior Theory and Social Learning Theory, the study employed a descriptive-evaluative design using survey data and documentary analysis. The respondents were 100 purposively selected stakeholders from Barangay San Juan, Barangay Sabang, Barangay Washington, and DENR CEPA implementers. Primary data were collected through a researcher-developed, expert-validated questionnaire measuring the implementation of CEPA in terms of communication, education, and public awareness. Secondary data were obtained from DENR reports, accomplishment records, attendance sheets, solid waste management monitoring reports, plastic reduction memorandum, and activity documentation. Results showed that 23 CEPA-related activities were implemented in 2025, consisting of communication activities (f = 10), education initiatives (f = 8), and public awareness activities (f = 5). Communication was highly implemented (M = 3.47), education was moderately implemented (M = 3.32), and public awareness was highly implemented (M = 3.41). Documentary evidence showed that environmental stewardship was observable in proper waste segregation, coastal clean-ups, tree planting, mangrove planting, and community participation, although plastic reduction, sustained participation, and compliance remained inconsistent. The most pressing challenge was limited financial resources (M = 2.96), followed by lack of environmental awareness (M = 2.93), limited environmental training (M = 2.91), low community participation (M = 2.87), and poor stakeholder coordination (M = 2.83). The study concludes that the CEPA Program is visible and active in Surigao City, but its long-term effectiveness depends on stronger environmental education, sustained engagement, better resource support, improved coordination, and monitoring mechanisms. The study recommends enhanced CEPA policy guidelines to strengthen communication, environmental education, public participation, institutional coordination, resource mobilization, and evaluation.
Crisis Management Strategies of School Heads in the Schools Division of Siargao during Natural Disasters
Abstract
Natural disasters pose persistent threats to school safety, educational continuity, and community resilience in disaster-prone areas such as Siargao. This study examined the crisis management strategies employed by school heads in the Schools Division of Siargao during natural disasters, particularly across pre-crisis, crisis, and post-crisis phases. It assessed planning, prevention and mitigation, preparedness, emergency response, recovery and rehabilitation, continuity of operations, and emotional and motivational support. A mixed-method approach was used, combining survey data from 116 school heads with qualitative responses on challenges, coping mechanisms, and best practices. Quantitative data were analyzed using descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis H test, while qualitative responses were examined using thematic analysis. Findings showed a very high level of crisis management implementation across all phases. Prevention and mitigation obtained the highest mean in the pre-crisis phase, response strategies were strongly implemented during the crisis phase, and continuity of operations obtained the highest overall rating in the post-crisis phase. Most profile-based comparisons revealed no significant differences, suggesting generally consistent crisis management practices across respondent groups. However, qualitative findings identified persistent constraints related to limited resources, communication gaps, insufficient training, emergency-response pressure, and post-disaster recovery concerns. The study concludes that school heads demonstrate strong crisis leadership but require sustained support in resources, training, communication systems, psychosocial care, and stakeholder coordination to strengthen school resilience and continuity of learning.
