Management Information System Coordination and Data Management Performance of Elementary Teachers in Davao Central District

Abstract

This study examined the relationship between Management Information System (MIS) coordination and school data management performance among public elementary school personnel in Davao Central District. A quantitative descriptive-correlational design was employed among 173 respondents directly involved in Learner Information System (LIS) and Basic Education Information System (BEIS) processes. A structured survey instrument measured MIS coordination in terms of data encoding and submission accuracy, stakeholder collaboration and communication, and technical capacity and monitoring compliance. School data management performance was assessed through timeliness of data submission, accuracy and reliability of data, data utilization in school planning, and accessibility and record organization. Weighted mean, standard deviation, Pearson product-moment correlation, and regression analysis were used. MIS coordination was rated Extensive across the three dimensions, with stakeholder collaboration and communication obtaining the highest mean (M = 3.93). Data management performance was also rated Extensive across the four dimensions, with accessibility and record organization receiving the highest mean (M = 3.79). MIS coordination had a moderate positive and statistically significant relationship with data management performance (r = .586, p < .001). The reported regression model explained 91.4% of the variance in performance (R² = .914); however, the source model included a timeliness indicator that may overlap conceptually with the dependent-variable composite. The findings support the institutionalization of verification protocols, role clarification, data-literacy development, technical support, and systematic record-management practices.