This study aimed to assess which domains of data-driven strategic planning significantly influenced school improvement metrics in Panabo North District using a non-experimental quantitative design with a descriptive-correlational method. A total of 168 public elementary teachers were selected through stratified random sampling, and data were gathered using validated and pilot-tested survey questionnaires. Results showed that data-driven strategic planning was extensively practiced in the district, with the implementation of data-informed interventions as the highest-rated indicator. However, engagement in continuous professional development was rated moderately extensive, signaling the need for more consistent teacher training. The extent of school improvement metrics was also extensive, particularly in student engagement and teacher collaboration, while parental involvement was rated only moderately extensive. A significant positive relationship was found between data-driven strategic planning and school improvement metrics, especially in the areas of continuous professional development, data utilization, and collaborative data interpretation. Continuous professional development emerged as the strongest predictor of school improvement. However, the implementation of data-informed interventions did not show significant influence on school metrics. These findings emphasize the value of strengthening teacher learning and parental involvement. They also suggest that reinforcing data-driven culture may lead to improved instructional practices and school outcomes.