Research writing competence of teachers as researchers and understanding the reasons affecting their research writing skill competence is critical to the success of education research. This study aimed to understand teachers’ research competence which could serve as Basis for Critical Thinking Skill Enhancement Program for DepEd Teachers. Employing mixed methods research design, this study has adopted survey questionnaire was administered to purposively sampled public school teachers. The quantitative data gathered were organized and processed through the SPSS version 17.0. The explanatory design was employed through unstructured interviews with a non-probability sampled respondents to collect qualitative data analyzed using thematic analysis to establish themes arising from the qualitative responses. Findings revealed that public school teachers' competence level in research writing skills such as “Writing Introduction, Reviewing of Literature Review and Framing of Conceptual Framework, Identifying Research Design and Method, Writing Findings, Results, Discussion, Conclusion and Recommendation, and Writing Research Technicalities” is “Low." Common problems that contributed to these results are lack of knowledge in writing research, lack of financial support from the school, lack of materials and resources, was not given a chance to attend training related to research, no compensation in writing research, and lack of time due to workloads assignment. As an output of this study, a developed intervention program has to be offered to District Schools for teachers

research competence, public school teachers, intervention program, research writing problem, teaching position