This systematic review examines the enablers and barriers affecting the development of a research-oriented culture in Philippine public schools, focusing on teachers’ research capability and readiness. It integrates both local and international literature from 2015 to 2025, critically appraising sources using established quality assessment frameworks. Individual enablers include teacher motivation, foundational research knowledge, and mentorship, while institutional supports include leadership commitment and dedicated research infrastructure. Barriers such as overwhelming workloads, insufficient training, and lack of policy implementation fidelity persist. The study expands upon the proposed Capability–Support–Burden (CSB) Equilibrium Theory and introduces elements from Change Management Theory and Professional Identity Theory. The findings inform targeted strategies for building sustainable research cultures in basic education.
Lara et al. (Wed,) studied this question.
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