This study entitled “Teachers’ Data Management Skills and Their Associated Factors with Contextual Inputs: Implications for Instructional Planning and Implementation” investigates the competencies of public-school teachers in Talavera North District in managing data and examines how contextual inputs influence these skills. A population of teachers was analyzed in terms of demographic profile, data management competencies (collection, organization, analysis, and application), and exposure to contextual factors such as professional development, leadership support, system usability, and technological infrastructure. Findings revealed that teachers generally demonstrated proficiency in data collection and organization, while data analysis and application emerged as more challenging dimensions. Contextual inputs, particularly leadership support and training exposure, were found to significantly enhance teachers’ confidence and effectiveness in utilizing data for instructional planning. Correlational analysis showed no significant relationships between most demographic variables and data management skills, underscoring that professional development and institutional support are stronger determinants of competency. The study concludes that teachers’ ability to manage and apply data is crucial for evidence-based instructional planning and responsive classroom implementation. Results highlight the importance of sustained professional development, improved system usability, and strengthened technological infrastructure to maximize the impact of data-driven teaching. Recommendations include the adoption of a Teacher Development Program that integrates data literacy training, collaborative leadership practices, and infrastructure support to advance data-informed instruction in schools.