This study examined the relationship between evidence-based practices of school heads and teacher collaboration among kindergarten teachers in the Division of Davao del Norte. Using a descriptive correlational research design, data were gathered from 80 participants through validated and pilot-tested instruments. Statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Findings revealed that both the extent of evidence-based practices of school heads and teacher collaboration were rated as extensive. A significant positive relationship was established between the two variables. Furthermore, multiple regression results showed that all domains of evidence-based practices, proactive, knowledgeable, supportive, perseverant, communication, vision/mission, and availability, significantly influenced teacher collaboration, with proactive leadership showing the highest standardized coefficient. The study’s findings align with Social Constructivism, Transformational Leadership Theory, and Adult Learning Theory, underscoring the importance of collaborative, supportive, and visionary school leadership in fostering professional learning communities. Based on the findings, the study recommends strengthening leadership training, sustaining collaborative structures in schools, and further research on other educational levels and contexts. These results provide practical insights for school leaders, policymakers, and educators in promoting a culture of collaboration and continuous professional growth.