Beyond Hazard Recognition: Faculty Knowledge, Safety Attitudes, and Chemical Waste Management Practices in Higher Education Laboratories

Safe chemical waste management in higher education laboratories requires more than recognizing chemical hazards; it also depends on how safety knowledge is translated into routine practice. This study assessed faculty knowledge of Globally Harmonized System (GHS) hazard pictograms, safety attitudes, and self-reported chemical waste management practices in selected higher education institutions in Tabuk City, Philippines. A descriptive-correlational survey was conducted among 76 faculty members involved in laboratory instruction, supervision, or chemical handling. Descriptive statistics and thematic categorization of open-ended responses were conducted using the full sample, while exploratory complete-case analyses (n = 19) examined group differences and relationships among knowledge, attitudes, and practices. Faculty generally recognized common GHS pictograms but showed weaker comprehension of the oxidizer and exclamation mark symbols. Safety attitudes were favorable, although emergency-response confidence and perceived institutional prioritization were comparatively weaker. Respondents reported frequent chemical segregation, container labeling, and peer guidance, while participation in formal safety training was less consistent. Exploratory analysis showed a strong positive association between safety attitudes and self-reported practices (r = .849, p < .001), whereas GHS knowledge was not significantly associated with attitudes or practices. Open-ended responses identified concerns related to chemical waste disposal, training, safety standards, and laboratory facilities. The findings suggest that hazard recognition alone may not ensure consistent chemical waste management practice. Strengthening laboratory safety therefore requires practical hazard communication, emergency preparedness, institutional support, and appropriate chemical waste management systems.