<![CDATA[This narrative literature review examined how research competencies empowered educators through four interrelated domains: research methods literacy, research critique skills, classroom action research, and the application of research in teaching within international and Philippine contexts. The review synthesized literature published from 2010 to 2025 using sources from ERIC, Scopus, JSTOR, and Google Scholar. Through thematic analysis and narrative synthesis, the study compared global and Philippine perspectives on teacher research engagement, instructional improvement, and evidence-based practice. Findings revealed that international educational systems provided structured professional learning communities, mentoring programs, and collaborative inquiry models that strengthened teachers’ research engagement and instructional decision-making. In the Philippine context, although research initiatives such as classroom action research were institutionally promoted through DepEd and CHED policies, challenges remained in research training, critique competencies, mentorship, and the practical application of research findings in classrooms. The review further showed that research activities were often compliance-driven rather than integrated into reflective teaching practice. The study proposed an Integrated Teacher Research Empowerment Model consisting of four key components: research methods literacy, research critique skills, classroom action research engagement, and research-informed instructional practice supported by institutional collaboration and mentorship. The findings underscored that strengthening teacher research competence enhanced reflective practice, evidence-based instruction, and student learning outcomes. The review recommended reinforcing research training, mentorship systems, and sustained professional development to promote meaningful teacher research engagement and instructional effectiveness.]]>
