Volume 3 Issue 1 | 2026 | View PDF
Paper Id:IJMSM-V3I1P119
doi: 10.71141/30485037/V3I1P119

Leadership Perspectives on Addressing Learning Losses, Teacher Attrition, and Infrastructure Challenges in Schools

Anna Mae I. Dealagdon, Jessa Bayotas, Mariz B. Siaboc, Elizabeth O. Lavarez, Ana Rose G. Villarin, Jan Marie A. Yongco, Brent Alfred F. Yogco, Jon Redgie N. Arcadio, Ninna Ysabella N. Umbay, Redjie D. Arcadio

Citation:
Anna Mae I. Dealagdon, Jessa Bayotas, Mariz B. Siaboc, Elizabeth O. Lavarez, Ana Rose G. Villarin, Jan Marie A. Yongco, Brent Alfred F. Yogco, Jon Redgie N. Arcadio, Ninna Ysabella N. Umbay, Redjie D. Arcadio, "Leadership Perspectives on Addressing Learning Losses, Teacher Attrition, and Infrastructure Challenges in Schools" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 1, pp. 193-201, 2026.

Abstract:
The quality of education is increasingly challenged by learning losses, teacher attrition, and inadequate school infrastructure, which have been exacerbated by recent disruptions such as the COVID 19 pandemic. This paper discussed the leadership attitudes towards dealing with these critical issues in basic education. It particularly examined the actions that school administrators take to bridge the learning gap, causes and consequences of teacher burn out and attrition and how leadership can help manage and enhance school resources and infrastructure. The research design used was descriptive research based on a quantitative research method with some qualitative information. The sample population comprised 50 school principals, assistant principals, and department heads who were selected purposely due to their leadership positions in areas such as instruction, personnel and resource management. A structured questionnaire based on Likert-scale questions and open-ended ones was used to collect the data, developed by the researcher. The frequency, percentage, weighted mean, and standard deviation were joined as descriptive statistics which helped to quantify the leadership practices; thematic analysis was performed on the qualitative answers to determine the constant patterns and revelations. The results have shown that school leaders take active steps toward contemporary multi-faceted approaches to learning loss remedies; remedial programs, peer tutoring, digital learning tools, continuous assessment, and collaborative teacher planning are among them. The reasons that were identified to be the main causes of teacher attrition and burnout were heavy workloads, lack of professional support, and low morale, which subsequently impact negatively on the quality of instruction and student performance. Furthermore, leadership practices significantly influence the allocation, maintenance, and enhancement of school infrastructure and learning resources, contributing to a conducive learning environment. Thematic analysis highlighted the holistic and strategic nature of leadership, which integrates instructional, human resource, and infrastructural interventions to improve educational outcomes. The study underscores the critical role of school leadership in mitigating systemic challenges and enhancing the effectiveness of educational interventions, providing evidence-based recommendations for policy and practice.

Keywords: Leadership, Learning Loss, Teacher Attrition, Infrastructure, School Administration, Educational Management.

References:
1. T. Alberts, “Organizational Factors and Teachers’ Burnout and Attrition,” Doctoral Dissertation, Bethel University, 2024.
2. C.R. Lochmiller, F. Perrone, and C. Finley, “Understanding School Leadership’s Influence on Teacher Retention in High Poverty Settings,” Education Sciences, vol. 14, no. 5, p. 545, 2024.
3. B. Dadvand, L.E.G. Groth, and L.B. Perry, “Teachers Who Stay in Hard to Staff Schools: School Responses to the Teacher Shortage Crisis,” The Australian Educational Researcher, vol. 52, pp. 2163–2182, 2025.
4. X.M. Chen, X.L. Liao, and J. Li, “The Long Term Effects of Perceived Instructional Leadership on Teachers’ Psychological Well Being During COVID 19,” PLoS One, vol. 19, no. 8, p. e0305494, 2024.
5. International Journal of Learning, Teaching, and Educational Research, “Infrastructure Challenges and Educational Outcomes: Highlights How Poor Infrastructure Limits Teaching Effectiveness and Innovation,” 2025.
6. A.M.M. Al-Zoubi, “Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID 19 Era: A Systematic Literature Review,” Education Sciences, vol. 15, no. 1, p. 12, 2025.
7. International Journal of Innovative Research and Scientific Studies, “Ethical and Inclusive Leadership Practices in Reducing Teacher Burnout and Improving Retention,” 2025.
8. Social Psychology of Education, “Perceptions of the School Climate’s Effect on Teacher Burnout,” 2025.
9. Emergency Remote Teaching Research, “Teacher Burnout in Emergency Remote Teaching: School Context Stressors Tied to Burnout,” 2023.
10. A. Besquillo, and J. Mahawan, “Transformational Leadership and Stress Relations: Examining Leadership’s Role in Reducing Burnout,” Conference Proceedings on Educational Leadership, 2025.