Abstract
This study examined the relationship among research-related competence, research productivity, and research culture of secondary mathematics teachers in the Schools Division Office of Dagupan City. The inquiry was guided by Shulman’s Pedagogical Content Knowledge, Bandura’s Social Cognitive Theory, and the Framework Design Integration Model (FDIM), which emphasize the integration of knowledge, practice, and institutional support in teacher research. A descriptive–correlational design was employed, involving twenty-three mathematics teachers with prior action research experience. Data were collected through a validated questionnaire (Cronbach’s α = 0.740), and descriptive statistics with correlational analysis were used to assess competence, productivity, and culture across curriculum, learning activities, assessment, and learning outcomes. Findings revealed moderate competence (Grand Mean = 3.11), strongest in learning activities but weakest in methodological fluency and statistical analysis. Productivity was also moderate (Grand Mean = 2.68), with strengths in classroom-based inquiry. Table 9 showed moderate productivity in learning outcomes (overall mean = 2.52, SD = 0.481), with dissemination of research findings ranked highest (mean = 3.35), reflecting strong engagement in presentations, publications, and workshops. This reconciles earlier references to “limited dissemination”: while dissemination is relatively strong, weaknesses remain in collaboration and national-level presentation. Research culture was developing (Grand Mean = 3.12), supported by collaboration and institutional mechanisms but constrained in learning outcomes. Path analysis revealed that none of the tested relationships among competence, productivity, and culture were statistically significant at the 0.05 level. Weak but non-significant associations suggested that competence, productivity, and culture operated largely independently in this sample. A Proposed Research Development Framework was designed to integrate competence enhancement, productivity support, and culture strengthening, envisioning a cyclical system that promotes evidence-based practice and advances mathematics education outcomes.