The ever-changing landscape of education requires constant adaptation to meet the evolving needs of students and society. Action research has become an essential tool for teachers to assess their teaching methods, identify areas for improvement, and make evidence-based changes. This study focuses on action research within ALBAGO Schools and MP SPEd Center in Bontoc, Mountain Province. It assesses teachers' research knowledge and skills, uncovers challenges, and proposes solutions. Using a sequential explanatory mixed-method approach, the research began with a quantitative assessment of 37 teachers' research skills using a structured questionnaire. The data showed a lack of essential research competencies, with teachers scoring an average of 1.63. This deficiency not only hampers their professional growth but also affects education quality. The study found that teachers are eager to conduct research but face challenges due to heavy teaching responsibilities. Key obstacles include limited research backgrounds, time constraints, a lack of mentorship, insufficient resources, and staffing issues. To address these challenges and enhance teachers' research abilities, the study recommends partnering with higher education institutions, collaborating with university research experts, conducting workshops, implementing monitoring and evaluation processes, and establishing mentorship programs. These measures aim to provide guidance, resources, and support to foster a culture of research within schools and bridge the gap between current research skills and the proficiency needed for meaningful contributions to educational advancement.
