BNEJSS Balkan and Near Eastern Journal of Social Sciences Balkan ve Yakın Doğu Sosyal Bilimler Dergisi Melloria ve Gaylo, 2024: 10 (03) 15 Filipino School Heads in Basic Education as Research Leaders: Practices, Challenges, and Opportunities Jick Lloyed M. MELLORIA 1 Derren N. GAYLO 2 1 Department of Education, Philippines, jicklloyed.melloria@deped.gov.ph, ORCID: 0000-0002-8678-4920 2 Bukidnon State University, Philippines, gaylo_derren@buksu.edu.ph, ORCID: 0000-0003-1168-3241 Abstract: This study disclosed the practices, challenges, and opportunities experienced by the school heads in research leadership. It was conducted in Northern Mindanao, Philippines in the school year 2022-2023. The five school heads were purposively chosen based on their research-related accomplishments. The study utilized qualitative research, particularly a narrative case study design. The use of guided questions allowed the researcher to collect rich, detailed information from participants about their experiences and perspectives related to research leadership, and is supplemented by research- related documents, such as research proposals, reports, publications, as well as accomplishment reports, communications, and information about relevant training and workshops. Results revealed three themes: (1) research leadership practices as inputs: enablers and hinders, (2) research leadership challenges as process: ups and downs, and (3) research leadership opportunities as output: routines and transformations. Practices of directing, coaching, supporting, and delegating were manifested in school heads’ innovative mentoring activities like learning action cell (LAC) sessions, Project CARE (Collaborative Action Research Engagement), and research hour. The school heads met challenges in research leadership, like a lack of motivation, skills, and commitment. The research opportunities paved for school heads to transform and build a school culture of research. The transformative research leadership framework was designed to aid research leaders in providing a supportive and inclusive environment that promotes innovation, excellence, and collaboration among faculty members. Key Words: Basic education, research culture, transformative leadership 1. INTRODUCTION The impact of one or more people on the research- related behavior, attitudes, or intellectual capabilities of others is defined as research leadership. According to Evans (2014), research leadership is a subset of higher education leadership. Her views are significant since research leadership is institutionalized and enforced at colleges and universities. However, research leadership in the basic education sector appears lacking as they are just starting. At the moment, the school leaders' knowledge, abilities, and values about research still need to be improved. Research leadership in basic education schools refers to the role of leaders in promoting and fostering a culture of research and inquiry within the school setting. It empowers teachers, students, and other stakeholders to engage in research activities that improve teaching and learning outcomes. It encourages collaborative research projects among teachers, allowing them to work together to investigate common issues or areas of interest while integrating research into the school's professional development programs. Also, it is manifested in collaboration with external partners, such as universities, research institutions, or community organizations. In the Philippines, research is vital to basic education's teaching and learning process. The Department of Education developed a research management guideline to guide research (Department of Education, 2017). School heads, for example, are urged to use research to promote evidence-based decision-making at all levels, including the school, division, region, and central offices (Department of Education, 2020). Furthermore, these leaders can use research to identify problems, provide interventions and strategies, and demonstrate the success of such interventions and strategies in providing quality basic education to Filipino children. A study in Palawan disclosed that public elementary and secondary school heads have poor productivity in research (Lagrio et al., 2022). The school heads revealed that they need more training and seminars on research, have an insufficient budget to undertake research, have difficulty analyzing qualitative data, and have a heavy teaching load. The process of proposing research is very tedious and rigorous, and they are busy with their teaching practice and personal life to do research. Ulla (2018) cited similar challenges the lack of financial support, heavy teaching load, lack of research skills and knowledge, and lack of research materials and resources. However, they recognized some benefits of doing school research for their career development. A need for more studies on the research leadership of school heads has to be established due to the dearth of research in this area. The present study attempted to document school leaders' practices,