This study determined the relationship between school head’s creative leadership and teachers’ data-driven practices in public schools of the Division of Digos City. Specifically, it examined the extent of school head’s creative leadership in terms of diagnosis and realism; understanding the feelings, motivations and contributions of others; the desire to innovate and change; accountability and capacity; independence; and efficacy. As well as the extent of data-driven practices in terms of technological infrastructure and hardware; data usage culture; data usage purpose; and data literacy. Tested the significance of their relationship, and identified which domains of creative leadership best predict data-driven practices. A quantitative approach employing a descriptive-correlational research design was utilized. The respondents consisted of 199 teachers selected through purposive sampling. Data were gathered using adapted survey questionnaires that underwent expert content validation and pilot testing for reliability. Weighted mean and standard deviation were used to determine the extent of the variables, while Pearson Product Moment Correlation and multiple regression analysis were employed to test the hypotheses at a 0.05 level of significance. Findings revealed that both school head’s creative leadership and data-driven practices were at an extensive level. Results further showed a significant relationship between the variables. Moreover, all domains of creative leadership significantly predicted data-driven practices, with the desire to innovate and change emerging as the strongest predictor. The findings indicate that creative leadership plays a vital role in strengthening teachers’ engagement in data-driven decision-making and fostering continuous school improvement. Based on the findings, it is recommended that educational leaders strengthen innovation-oriented leadership competencies, support capacity-building programs on data use, and promote collaborative structures that sustain evidence-based practices in schools. Future Researchers may expand this line of inquiry by exploring additional variables that may influence data-driven practices, such as organizational culture, technological readiness, and teacher motivation.