This study aimed to help build a research culture in the basic education institutions particularly in the Division of Aklan by providing baseline information about the Master Teachers’(MTs) research capability as well as the factors predicting their capability thereby providing a research capability enhancement plan that can be used by the Department of Education to advance the research productivity. The study employed a mixed-methods approach with a sequential explanatory strategy in gathering the needed data. Quantitative data analysis using varied statistical tests yielded the following major findings: master teachers are capable in the following research capability dimensions: technical skills, conceptualizing research problems, and writing the methodology. However, in terms of research data processing and interpretation, they were assessed as moderately capable. This suggests that the master teachers’ research capability is indeed low and would explain the reason for non-progressive research productivity. There is a correlation between research capability and the following variables such as educational attainment, research output, and mentorship. Four themes were generated from the issues encountered by the master teachers: knowledge and skill are accrual (the lack of knowledge and skill); input to training, output to efficiency (insufficient trainings), time is an element (time constraints); and support is an extra mile (lack of financial and moral support). The result provides a general implication that for any research capability enhancement plan to succeed, the Department of Education must emphasize the importance of knowledge, trainings, and institutional support as driving forces toward research productivity.