Teacher research engagement has been known as one of the best practices to initiate positive changes in education that try to address the diverse needs of students, and to respond effectively to contemporary educational challenges. The Philippines has mandated various policies that encourage and promote research writing in both the tertiary and basic education levels. Grounded in Bronfenbrenner's bioecological model, this study examines various factors, such as personal characteristics, institutional context, research processes, and time allotted for research, that may influence research engagement by senior high school teachers (N=20) in a public high school in Quezon Province, Philippines. The results of this study reveal that the teacher-participants have capable research skills and a positive outlook in doing research. However, the findings also reveal that these teachers struggled to undertake research, owing to large teaching workloads. These findings prompt multiple recommendations for educational reforms that will help the development of institutional research cultures.