Abstract
This study examined the attitudes and research capabilities of selected secondary teachers as a basis for developing a Research Capability Enhancement Program (RCEP). Anchored on the Theory of Planned Behavior, it employed a quantitative-descriptive and correlational design. Data were gathered using a validated 5-point Likert-type questionnaire-checklist and researcher-made interview guide questions, with 50% of the teacher population of Sibuco National High School selected through random sampling. Data were analyzed using arithmetic mean, t-test, one-way ANOVA, and Pearson r correlation. Results showed moderate perceived research usefulness (M = 3.24) and research anxiety (M = 3.38), but high research disposition (M = 3.56). Teachers demonstrated moderate capability in writing publishable research papers (M = 3.26) and moderate availability of research facilities, time, training, funding, resources, and support (M = 3.37). No significant differences in research attitudes and capabilities were found according to sex (p = .26) and rank (p = .39), whereas years of service showed a significant difference (p = .02). A very high positive relationship was found between research attitudes and capabilities (r = .95), indicating that more positive attitudes were associated with greater research capability. The findings supported the proposed RCEP and recommendations for research training, mentorship, resources, time, funding, and institutional support. The study aligns primarily with SDG 4 (Quality Education), while also relating to SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships for the Goals) through professional development, supportive research conditions, and stakeholder collaboration. Its sustainability impact centers on strengthening educational and institutional capacity, continuous professional learning, evidence-based practice, and a sustainable school research culture.