The relationship of the role of teachers in the implemented curriculum of school-based disaster preparedness in vulnerability in school teachers with disabilities in Malang city, Indonesia

The students are the group most vulnerable to disasters, especially children with disability. Teachers should have the skills to handle disasters when they occur. The low preparedness of School-Based Disaster Preparedness/Sekolah Siaga Bencana (SSB) teachers in disaster risk reduction can lead to increased vulnerability of teachers in dealing with disaster threats. This study was conducted to analyse the relationship of the role of the teachers in the implemented curriculum SSB in Vulnerability of school teachers with disability in Malang City. This research is a quantitative study, using correlative analytic observational design and cross sectional approach with a sample of 30 teachers taken from elementary schools and junior high schools with disability. The results of bivariate analysis using gamma correlation test obtained the results of knowledge factors (p = 0.005; r = 0.47) attitude (p = 0.000; r = 0.75), means of infrastructure (p = 0.000; r = 0.98), and disaster information (p = 0.000; r = 0.59) for SSB teachers’ preparedness.