Despite institutional policies and academic mandates promoting research productivity, many teachers in higher education institutions (HEIs) remain inadequately engaged in research due to limited motivation, insufficient research competencies, and inadequate institutional support. These challenges impede the development of a sustainable research culture. This study examined the extent to which teachers' motivation and attitude toward research predict their research writing capabilities. Anchored on the premise that intrinsic motivation and positive attitudes influence scholarly performance, the study employed a mixed-methods design using descriptive-correlational and qualitative approaches. Total enumeration was used to gather data from teachers, while in-depth interviews provided qualitative insights into their research experiences. The study assessed respondents' demographic characteristics, motivation and attitudes toward research, and research writing capabilities across conceptual, procedural, analytical, and technical domains. Findings revealed that respondents demonstrated positive attitudes and moderate motivation toward research; however, their technical research writing capabilities, particularly in statistical analysis, research software utilization, and data processing, remained moderately developed. Motivation showed a significant positive relationship with research writing capabilities and emerged as a significant predictor, whereas attitude did not significantly predict research capability. The findings indicate that although teachers value research for professional growth, strengthening research competence requires sustained institutional support and targeted capability-building initiatives. The study recommends enhancing research support systems, providing technical skills training, and promoting collaborative research to strengthen research writing capabilities and foster a sustainable research culture in higher education.