The study sought to determine the integration of disaster risk reduction education and the extent of disaster preparedness in the ASEAN region and the public secondary schools in the Division of Butuan City, Caraga Region, Philippines. A mixed method of research design was used in the study with a questionnaire to measure the integration of DRR education and disaster preparedness. The findings revealed that all the extent of disaster preparedness indicators in terms of structural resilience, early warning system, plan implementation, and risk information and monitoring were perceived as “satisfactory.†Plan Implementation, which focused on trainings, drills, and programs revealed to be significant and contributory to the disaster preparedness of schools that showed the highest mean in all indicators as perceived by teachers. Structural resilience of school buildings proved to be compliant with the structural code about disaster preparedness as perceived by students. However, risk information and monitoring were revealed to have the lowest mean scores in all indicators perceived by teachers and students. This clearly shows a weak implementation of the risk assessments, monitoring, and evaluation in schools. On the other hand, the extent of integration of disaster risk reduction education in the curriculum, school policies, programs and activities, and organizational structure was perceived as “satisfactory.†School policies showed the highest means in all indicators while the organizational structure got eh lowest mean as perceived teachers and students. The results revealed that school policies have a greater impact on the integration of disaster risk reduction education while the organizational structure is less significant in integrating DRR education. On the other note, the relationship between the extent of integration on DRR education and disaster preparedness was highly significant. Among the facilitating factors pointed out was the support of the different stakeholders such as the community, benefactors and sponsors, and the whole school community. However, the hindering factors were a lack of financial support, the drills and symposium were not taken seriously by the students and teachers, and the schools lacked qualified responders, facilities, and equipment in a disaster.
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