Implementation of School Learning Recovery Plan at Bataraza District 1

This study examined the implementation of the School Learning Recovery Plan (SLRP) in Bataraza District I in response to learning disruptions caused by the COVID-19 pandemic. Anchored on the Input–Process–Output (IPO) framework, the research assessed school profile characteristics as inputs, the extent of SLRP implementation across access, governance, resiliency and well-being, and quality as processes, and a proposed action plan as output. A descriptive survey design was employed involving 31 school heads and 300 elementary and secondary teachers from 31 public schools. Data were collected through validated questionnaires adapted from Favila (2022) and analyzed using frequency, percentage, mean, standard deviation, Spearman’s rho, and Mann-Whitney U-test. Findings revealed that SLRP implementation was generally operational, with elementary school heads and secondary teachers rating it as “Implemented,” while secondary school heads and elementary teachers rated it as “Fully Implemented.” No significant relationship was found between school profile characteristics and implementation extent, and no significant difference existed between the perceptions of school heads and teachers. Major challenges included learners’ low literacy retention, limited intervention time, and teacher burnout, while coping strategies emphasized collaborative planning, remediation, and adherence to MELCs. The study recommends strengthened policy support, systematic evaluation, stakeholder engagement, and targeted remediation efforts. The study supports SDG 4 (Quality Education) by advancing structured learning recovery initiatives and SDG 3 (Good Health and Well-Being) through its emphasis on socio-emotional support in schools. Its sustainability impact lies in strengthening institutional capacity, governance mechanisms, and community collaboration to ensure long-term educational resilience and continuity.