In this study, the researcher focused on the data management practices and school-based management level of practice of public schools in one district in the Philippines. The data were gathered using a researcher-made but expert-validated survey questionnaire. The study ran from December 2022 to April 2023. Data were solicited from teachers who identified themselves aware of the data management and SBM practices of their schools. Schools have substantial data management procedures in data cataloging, data storage, data management attributes, and data management culture. Also, schools exercise leadership in governance, curriculum and instruction, accountability and continuous improvement, and resource management. In terms of invention, schools have substantial knowledge management, but in terms of application, acquisition, sharing, and internalization, they have extensive knowledge management. Data management techniques were strongly and positively connected with knowledge management status and school-based management level of practice. Knowledge management partially mitigated this association. The hypothesis that data management techniques of participating schools have no significant relationship to knowledge management status and school-based management level of practice is not supported by statistical results. Statistical results do not support the premise that knowledge management status does not affect school-based management level of practice. Finally, statistical results do not support the hypothesis that knowledge management status does not significantly mediate the association between participating schools data management techniques and school-based management level. This study suggested the promotion of data management, improvement of data management culture, knowledge management, and SBM upskilling of data managers, and further study on school data management.

Knowledge Management

Data Management

School-Based Management of Practices