Abstract: Disasters have increasingly disrupted Kenya’s education sector, threatening safety and continuity of learning. In response, the Ministry of Education developed the Education Sector Disaster Management Policy (ESDMP), which identifies management and coordination as a key strategy for enhancing preparedness. This article examined the influence of implementing management and coordination strategies of the ESDMP on disaster preparedness in public diploma teacher training colleges. Using a mixed-methods design, data were collected from lecturers, administrators, and institutional records. Quantitative analysis applied independent samples t-tests and ANOVA to test hypotheses on the influence of management and coordination practices, while qualitative data were thematically analyzed. Findings indicated that although Disaster Management Committees (DMCs), reporting systems, and Emergency Preparedness and Response Plans (EPRPs) were in place in many colleges, their activity levels were inconsistent. T-test results showed no statistically significant gender differences in lecturers’ perceptions of management and coordination strategies (p > 0.05). Qualitative findings revealed that weak enforcement, irregular committee meetings, and limited stakeholder involvement constrained effectiveness. The study concludes that strengthening coordination structures, clarifying reporting channels, and institutionalizing stakeholder participation are essential for building sustainable preparedness in teacher training colleges. 

Keywords: Disaster Preparedness, Management and Coordination Strategies, Education Sector, Disaster Management Policy, Teacher Training Colleges