The study aimed to investigate the teachers' research characteristics, competencies, motivation, and challenges in conducting research, which served as a basis for developing a research manual. Explanatory sequential design was employed to elicit quantitative and qualitative data. Nine hundred teacher respondents using convenience sampling and twenty-five master teachers using purposive sampling voluntarily participated. Findings reveal that teachers were interested in teaching and learning research themes but produced less research based on the number of completed, presented, and published research papers. Also, they were moderately competent in conceptual, methodological, data analysis and interpretation, and dissemination and utilization aspects but more competent in technical aspects. However, they were extrinsically motivated to do research work to get promoted someday to get higher salaries. On the other hand, they were intrinsically motivated to do research work to improve their knowledge and skills and solve school problems. Meanwhile, teachers' challenges arose, like low-level competence, limited time, financial problems, and low parental and learner support. Hence, a research manual was based on the teachers' competencies, motivation, and challenges that must be created locally. So, school administrators may implement research-capability programs to upgrade the teachers' research competencies, provide technical assistance, and finance the teachers' research projects to motivate them.