An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs

School administrators play a pivotal role in fostering a strong research culture within educational institutions, directly impacting the success of teacher research programs. This study developed the Support, Engagement, and Commitment (SEC)-Driven Teacher Research Program Model to guide school leaders in effectively launching and sustaining teacher research initiatives. Conducted during School Year 2024–2025 in the Schools Division of Samar, the study utilized a sequential explanatory mixed-methods design. In the quantitative phase, a descriptive–correlational survey was administered to 106 secondary school administrators using a validated questionnaire (Cronbach’s α = 0.98). This was followed by a qualitative phase utilizing phenomenological interviews to generate deeper insights and contextualize the quantitative findings. Key quantitative findings revealed that while administrators highly value teacher research and extend strong administrative and networking support, their provision of financial, technical, and dissemination resources was comparatively weaker. Administrators showed moderate levels of engagement and commitment, with a greater inclination toward conducting research and staying informed than in actively disseminating findings or attending conferences. Correlation analysis confirmed significant positive relationships among administrators’ support, engagement, and commitment. The qualitative phase, analyzed through Colaizzi’s method, reinforced these findings, surfacing challenges such as heavy workloads, time constraints, and limited resources. By integrating both phases, the study formulated the SEC-Driven Teacher Research Program Model, which underscores the interconnectedness of administrative support, engagement, and commitment in nurturing research-oriented schools. The study recommends the adoption of the SEC model, targeted training for administrators, increased financial and technical support, systemic workload management, and strengthened capacity-building in research mentorship to advance teacher research culture.