The study aimed to examine the potential relationship between various components of the School Head Support System, such as Research Fund, Research Culture, Training, Collaboration, and Recognition, and Teachers Research Initiatives and Competencies. Through comprehensive analysis, it was determined that there exists a notable correlation between the support system provided to teachers and their research initiatives and competencies. This quantitative descriptive study investigates the correlation between components of the School Head Support System and Teachers Research Initiatives and Competencies. Through regression analysis, the study aims to identify the extent to which factors such as Research Fund, Research Culture, Training, Collaboration, and Recognition influence teachers engagement in research activities and their competency levels. The significance of this study lies in its potential to inform educational institutions about the importance of fostering supportive environments for teachers and promoting research culture. By understanding the impact of support systems on teachers research initiatives, institutions can enhance professional development strategies and improve educational outcomes. The findings reveal a significant positive correlation between the level of support provided to teachers and their active participation in research processes, as well as their proficiency levels. The study underscores the importance of recognizing and appreciating teachers research efforts, as this positively influences their motivation and commitment to advancing their careers and addressing classroom challenges effectively. It also emphasizes the need for ongoing training and professional development opportunities to equip teachers with the necessary skills in data analysis and knowledge to conduct high-quality