Abstract
The purpose of this paper is to clarify the actual conditions and the issue of the recognition of teachers towards school risks. Therefore, I aimed to clarify the actual condition of recognition by giving questionnaires to the school administrators and teachers. First, teachers' recognition of the frequency of disaster occurrences and the extent of their seriousness was revealed. Specifically, teachers recognized that the seriousness of a disaster at the time of occurrence is more important than the frequency. Furthermore, regarding the type of risk, a group ranked high in both frequency and degree of seriousness. Moreover, the frequency of disasters outside the group was ranked as low. However, it turned out the recognition of the degree of seriousness varied by type of school. Second, I clarified teachers' recognition of the necessary capacity to respond to crises. Although the necessity for a strong capacity was high, respondents answered that this had not been sufficiently achieved. The biggest issue was teachers' capacity to respond appropriately at the time of a disaster.
