This study was initiated in response to the Department of Education's directive encouraging faculty involvement in advancing research initiatives and fostering a strong research culture at Pacita Complex Senior High School. Recognizing the need for data-driven insights, the research aimed to provide baseline information on the motivational factors behind faculty research capability, as well as the predictors and influences affecting it. The goal was to establish a foundation for a comprehensive Research Capability Program to enhance research productivity among both teaching and non-teaching staff. A quantitative, descriptive-correlational research design was employed, using a self-constructed survey instrument to collect relevant data from participants. The study focused on examining how institutional support influences teachers’ attitudes toward research, how these attitudes affect their research capability, and how both variables, attitude and school support, interact to shape overall research competence. Findings revealed a strong and significant relationship between faculty attitudes toward research and their actual research capability. Moreover, a meaningful link was identified between teachers’ attitudes and the level of support provided by the school. These results suggest that both psychological and institutional factors play a vital role in fostering a productive research environment. The study concludes that to effectively build and sustain research capability programs, the institution must promote positive attitudes toward research while ensuring consistent and meaningful support from the school administration. By doing so, Pacita Complex Senior High School can cultivate a more robust and dynamic research culture among its faculty members.