Teachers are increasingly viewed as reflective practitioners, capable of not only implementing but improving teaching practices through research-based decision-making. This study aimed to investigate the extent of teachers’ research capability in terms of knowledge and skills, self-efficacy and administrative support and their level of research engagement. It also determined the significant relationship between the teachers’ research capability and engagement. This study employed a descriptive correlational research design which utilized a researcher-made questionnaire that passed the validity and reliability test. The survey was administered during the School Year 2024-2025 in Talakag District I, Division of Bukidnon using purposive sampling procedure. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient, were used to analyze and interpret the collected data. The findings showed that teachers’ research capability and engagement are at high level. There is a low to moderate positive correlation between the teachers’ capability and engagement. It can be concluded that teachers have their capability and do engage in research because it is part of their professional growth especially for their promotion and quality education. It is therefore recommended that teachers may make use of their capability to engage with their school heads on finding through research the best ways to solve the pressing problem faced by the education department like the literacy and numeracy proficiency level of the learners.
Urbina et al. (Tue,) studied this question.