Journal of Education and Health Promotion

Abstract BACKGROUND: Strategic management of the wastage produced due to earthquakes has faced
many challenges over the recent decade. Thus, the present study seeks to identify and explain the
challenges in earthquake wastage strategic management.
MATERIALS AND METHODS: The present qualitative study has been steered through a content
analysis approach and conducted using semi‑structured interviews and a purposive selection of 17
professors, experts, and managers experienced in the field of waste management in Kermanshah
and Varzaghan‑Ahar earthquakes over 2020‑2021. Besides, the interviews were initially categorized
using MAXQDA18 software.
RESULTS: Analysis of the experiences and perception regarding the changes in strategic
management of wastage produced due to Kermanshah and Varzaghan‑Ahar earthquakes revealed
418 codes, 97 subcategories, 33 categories, and 8 main categories including management and
leadership, organizational culture, planning, organizational learning, employee management, rules
and regulations, resource management, and procedure management.
CONCLUSION: Strategic waste management has not been implemented in a coherent, integrated,
and well‑planned manner in the cases of the Kermanshah and Varzaghan‑Ahar earthquakes. The
challenges of strategic waste management turned out to be due to various reasons which will result
in many issues in achieving the goals and selecting the suitable method for resource and procedure
management should they not be managed well. Hence, policymakers, managers, and executors in
the field of crisis management and waste management in disasters ‑specifically earthquakes‑ must
take the necessary measures to remove these barriers.

Abstract BACKGROUND AND OBJECTIVES: School resilience is defined as risk‑reducing strategies used to
create a safe environment for students when faced natural disasters. Resilient schools, in addition to
their educational role, provide a suitable capacity for responding to disasters and rehabilitation after
the incidence. This study determined the level of disaster resilience of schools in Yazd, central Iran.
MATERIALS AND METHODS: This is a descriptive‑analytic study conducted among 400 schools
and 367 participants in Yazd, 2018. To collect data, we used the school resilience in disasters
questionnaire (α =0.95 and intraclass correlation coefficient = 0.97 [95% confidence interval:
0.96–0.98]) containing 48 questions. We also analyzed the gleaned data through the Pearson
correlation coefficient, one‑way ANOVA, and independent t‑test.
RESULTS: The total score of school disaster resilience was 153.30 ± 29.57. In these schools, the
function had the highest (47.76 ± 13.96), and safety had the lowest (6.74 ± 3.18) score among
all areas of school disaster resilience. There was a positive significant correlation between total
resilience and areas of function, education, structural, nonstructural, architecture, commute routes,
safety, location, and equipment (P < 0.001). Location had the smallest (r = 0.424) and function had
the greatest (r = 0.854) correlation with total resilience.
CONCLUSION: It can help the school management board in assessing the level of resilience of their
school and determining the priorities for disaster risk reduction. Awareness of the status of resilience
can help policy‑makers and experts create an effective program for increasing resilience.