Abstract
Research capability can significantly transform teaching and learning; however, it has received less attention from teachers and policymakers despite its importance. This study assessed the research capabilities of public elementary school teachers to improve research culture and innovation in Dumanjug District II for the school year 2025-2026, as a basis for a research development plan. This study is anchored in Social Cognitive Theory, the theory of Planned Behavior, and the theory of Diffusion of Innovations. This study used a non-sequential mixed-methods research design called Triangulation, in which descriptive-correlational analysis was used for the quantitative data and Descriptive Phenomenology for the qualitative data. The study was conducted in Dumanjug District II with 116 respondents. Findings revealed that teachers are having problems with the point of starting how to write, the citations, interpreting data, and drawing conclusions. It was also found that educational attainment (p = 0.00) and the number of research publications (p = 0.00) were significantly related to research capability. The narratives of the teachers in the conduct of research were summed up to GAP – a problem that is still missing in the literature. This means that conducting research remains a struggling point for all teachers. If awareness is given to all teachers, breakthroughs emerge. This study recommends that the activities outlined in the developmental plan can be highly effective in equipping teachers to conduct research, publish papers, enrich the research culture, and ensure innovations.
