Low research writing experience among teachers is a concern in education systems worldwide. This study determined the significance of attention in writing a research introduction, retention in writing a research methodology, reproduction and utilization of research, and motivation in securing research grants as predictors of research writing experience. A multiple linear regression analysis involving 54 samples selected through purposive sampling was utilized. Only the retention to write research methodology significantly influences the criterion variable, explaining 44% of its variance, partially supporting the Social Cognitive Theory. Explore additional independent variables to account for the 56% variance in the criterion variable. Replication of the study is recommended.