Resource Allocation and Collaborative Learning Expertise on the Data-Driven Decision-Making Competency of Basic Education Teachers

This study examined the influence of resource allocation and collaborative learning expertise on the data-driven decision-making competency of basic education teachers in Kibawe, Bukidnon during the school year 2025–2026. A descriptive-correlational design was used with 302 teachers from public and private schools. Data were analyzed using mean, Pearson correlation, and multiple regression, with additional diagnostics to ensure model validity.
Findings showed high levels across all variables, with significant relationships observed. Collaborative learning expertise demonstrated a stronger association (r = .853) compared to resource allocation (r = .570). Regression results revealed that supportive structures and shared professional practices significantly predict competency. However, the consistently high mean scores suggest possible social desirability bias.
The study highlights the importance of collaborative professional environments in strengthening teachers’ data use. It contributes to the growing literature on data-driven decision-making by emphasizing the role of organizational learning in basic education contexts.

Data-Driven Decision-Making, Resource Allocation, Collaborative Learning Expertise, Basic Education Teachers

1. Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698. [Google Scholar] [Crossref]

2. https://doi.org/10.1080/19415257.2019.1665573 [Google Scholar] [Crossref]

3. Bravo, M. M., & Paceno, R. D. (2023). Classroom-based assessment practices and challenges of primary teachers: Basis for a proposed upskilling program. Randwick International Journal of Education and Linguistics Science, 6(2), Article 1175. https://doi.org/10.47175/rielsj.v6i2.1175 [Google Scholar] [Crossref]

4. Cebelleros, J., & Buenaventura, M. (2024). Humanistic approaches in the classroom: Exploring teachers' strategies on students' motivation and academic engagement. Journal of Interdisciplinary Perspectives. [Google Scholar] [Crossref]

5. Datnow, A., & Park, V. (2018). Data-driven leadership. Jossey-Bass. [Google Scholar] [Crossref]

6. DuFour, R., & Fullan, M. (2018). Cultures built to last: Systemic PLCs at work. Solution Tree Press. [Google Scholar] [Crossref]

7. Dy, M. A., & Galigao, J. (2024). Resource allocation models: Examining their influence on student achievement and educational equity. EPRA International Journal of Multidisciplinary Research, 10(3), 49–56. [Google Scholar] [Crossref]

8. Gumilao, C. (2024). Best practices of public schools on equitable and effective resource management. International Journal of Research and Innovation in Social Science, 8(7), 1234–1243. [Google Scholar] [Crossref]

9. https://www.researchgate.net/publication/385269872 [Google Scholar] [Crossref]

10. Jalop, C., & Paglinawan, M. (2025). The role of collaborative learning environments in digital pedagogies of experienced teachers. International Journal of Research and Innovation in Social Science, 9(2). https://rsisinternational.org/journals/ijriss/articles/the-role-of-collaborative-learning-environments-to-the-digital-pedagogies-of-experienced-teachers [Google Scholar] [Crossref]

11. Johanik, C. (2024). An analysis of teachers’ data-driven decision-making practices in public schools (Doctoral dissertation, University of Wisconsin). ProQuest Dissertations Publishing. [Google Scholar] [Crossref]

12. Ladion, J. P., & Baguio, D. J. (2025). Educational resource allocation and teaching practices in public elementary schools. Asian Journal of Advances in Research and Innovation, 7(2), 55–68. [Google Scholar] [Crossref]

13. https://www.journalacri.com/index.php/ACRI/article/view/1317 [Google Scholar] [Crossref]

14. Madulara, M. T., Paglinawan, M. A., & Orongan, M. (2025). Instructional support and school culture: Implications for teacher productivity. International Journal of Research and Innovation in Social Science, 9(2). [Google Scholar] [Crossref]

15. https://rsisinternational.org/journals/ijriss/articles/transforming-teaching-how-instructional-support-and-a-positive-school-culture-drive-teacher-productivity [Google Scholar] [Crossref]

16. Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate? Teachers College Record, 118(11), 1–25. [Google Scholar] [Crossref]

17. Mejia, J. R., & Baguio, D. J. (2025). Data-driven decision-making and information competence of public elementary school teachers. Asian Journal of Advanced Research and Reports, 19(1), 14–25. https://journalajarr.com/index.php/AJARR/article/view/1071 [Google Scholar] [Crossref]

18. Prenger, R., & Schildkamp, K. (2018). Data-based decision making for teacher and student learning: A psychological perspective on the role of teacher collaboration. Educational Psychology, 38(6), 734–752. https://doi.org/10.1080/01443410.2018.1426834 [Google Scholar] [Crossref]

19. Salas-Velasco, M. (2020). Does greater school resource allocation improve efficiency in education production? International Journal of Educational Management, 34(9), 1439–1457. [Google Scholar] [Crossref]

20. https://doi.org/10.1108/IJEM-08-2019-0305 [Google Scholar] [Crossref]

21. Schildkamp, K. (2019). Data-based decision making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716 [Google Scholar] [Crossref]

22. Schildkamp, K., Poortman, C. L., Ebbeler, J., & Pieters, J. M. (2020). How school leaders can build effective data teams: Five building blocks for a new wave of data-informed decision making. Journal of Educational Change, 21(2), 283–325. https://doi.org/10.1007/s10833-019-09345-3 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study