This study explored the promotion of research-based strategies and practices in Philippine public schools. The Department of Education supported this initiative by encouraging teachers and school leaders to engage in research to develop evidence-based solutions. Using a phenomenological approach and action research design, the researchers examined the concepts of ”building” and ”research culture.” The research culture emerged as a way of life and part of the teacher’s identity, involving five key actions: becoming, experiencing, feeling, sustaining, and developing. These actions encompassed the elements of forming a teacher-researcher identity, navigating challenging and positive experiences, investing emotions in research, and maintaining the culture through various support mechanisms. The ’developing’ action highlighted the dynamic nature of research culture and continuous learning. The study introduced the MOVERS (Moving Research through Blended Learning Space) intervention in different schools, providing coaching and mentoring to teachers’ as they craft their concept paper presentations. This programme also addressed the challenges of conducting research during the new normal. Future research should consider measuring MOVERS’ impact after multiple iterations.
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