Data-driven Decision Making and Information Competence of Public Elementary School Teachers

Abstract

This study aimed to determine the significant relationship between data-driven decision making and information competence among public school teachers in Caraga North District, Division of Davao Oriental. A descriptive-correlational research design was utilized, involving a sample of 144 teachers from public schools in Caraga North District , Division of Davao Oriental. Standardized questionnaires were administered through online surveys to gather the data. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data collected. The findings revealed that both data-driven decision making and information competence were at very extensive levels. Correlation analysis indicated a significant relationship between these two variables. Moreover, the study identified that the domains of data-driven decision making, including the technological infrastructure and hardware, data usage culture, data usage purpose, and data literacy, all significantly influenced teachers' information competence. Based on these findings, it is recommended that school administrators focus on enhancing data-driven decision making and information competence among teachers. Professional development may emphasize the integration of data analysis skills with the ability to critically evaluate and apply information effectively. By strengthening these areas, teachers may become more adept at using data to inform instructional decisions, ensuring that information is not only gathered but also critically assessed and applied in meaningful ways. This approach will likely improve teaching practices and foster better student outcomes.