Leading Elementary Schools After Learning Loss through Recovery Stewardship and Coherent Teacher Support

Abstract

This study explored how recovery stewardship and coherent teacher support had operated together in public elementary schools addressing learning loss in Echague East District. A cross-sectional explanatory survey design was used with 70 public elementary school teachers selected through simple random sampling. Data were gathered using the 40-item Recovery Stewardship and Coherent Teacher Support Scale, which obtained an Aiken’s V coefficient of 0.94 and an overall Cronbach’s alpha of 0.95. Means and standard deviations described the extent of the two constructs, while canonical correlation analysis determined their multivariate relationship. Recovery stewardship was often observed overall, with a mean of 3.99, while coherent teacher support also registered an often-observed level, with a mean of 3.90. Resource and workload support emerged as the weakest area, particularly the reduction of non-instructional demands during intensive learning recovery. The first canonical function was significant, Rc = 0.787, Rc² = 0.619, Wilks’ Lambda = 0.352, χ²(16) = 67.365, p < .001, indicating substantial shared variance between the two variable sets. Shared responsibility for learning recovery and instructional guidance contributed most strongly to the significant relationship. The findings showed that recovery leadership had been more coherent when teachers were actively involved in recovery efforts and received clear instructional direction. The study underscored the importance of aligning leadership priorities, teacher support, workload conditions, and instructional guidance in sustaining school-level learning recovery.