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

Abstract

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.