This study examined the relationship between school head’s visionary leadership and teacher data-driven decision-making in the Division of Davao del Norte. Utilizing a descriptive-correlational research design, data were gathered from 278 teachers through validated instruments and analyzed using weighted mean, Pearson product-moment correlation, and regression analysis. The findings revealed that both school head’s visionary leadership and teacher data-driven decision-making were at an extensive level. Visionary leadership was assessed in three domains: formation of vision, practice of vision, and feedback on vision. Teacher data-driven decision-making was measured through technological infrastructure and hardware, data usage culture, data usage purpose, and data literacy. Results indicated a significant positive relationship between the school head’s visionary leadership and teacher data-driven decision-making. Furthermore, regression analysis showed that all domains of visionary leadership significantly influence teacher engagement in data-driven practices, with the practice of vision exerting the strongest influence. These results highlight the pivotal role of school leaders in fostering a data-informed culture that supports instructional improvement and learner outcomes. The study underscores the importance of visionary leadership in promoting evidence-based teaching and provides recommendations for school leaders, policymakers, teachers, and future researchers.