The growing penetration of digital technologies in education has heightened the need to protect students' personal and sensitive information. Grounded on Republic Act No. 10173 or the Data Privacy Act of 2012, this study explored the awareness, knowledge, challenges and compliance strategies in adhering to data privacy principles among public school teachers at Olango Integrated School Balo-i District. Descriptive-correlational research design was used to gather data from fourteen (14) teachers via a validated Likert-scale questionnaire. Data were analyzed by descriptive statistics, t-test analysis and cross-tabulation. The respondents were mostly mid-career educators who were in the age group of 31–40 years, with approximately equal number of participants holding bachelor’s and master’s degrees, able to have a teaching experience of 6–10 years. (M = 4.14) Profile of Teachers’ Knowledge on Data Privacy Law and the Mobile Application The degree to which respondents were knowledgeable about their duties under DPII was high (Table 2 ). This holds true in managing student data, such as handling for storage (M = 4.15). Data Protection Compliance Scores were very high (M = 4.38), with the highest scoring item being securing sensitive information and reporting security breaches. Nevertheless, respondents faced moderate level of challenges (M = 3.38), attributed mainly to inadequate training and resources. Most hāwī learning around the Act was informal in nature – a result of self-directed study and colleagues giving knowledge to one another, as opposed to structured training initiatives. The study finds that teachers have high sense of awareness and compliance, but participation from those schools is needed by providing institutional support through formalized professional development and increased resources for carrying out the comprehensive and sustainable data privacy practices at all public schools.