Research productivity in mathematics action research is not just about the volume of outputs, but also their impact on teaching and learning practices. This study aims to examine the professional background of mathematics teachers—specifically their rank, highest educational attainment, and length of teaching experience—and how these variables relate to their research capacity. The study employed a quantitative correlational research design, using survey instruments to measure research knowledge, skills, and attitudes toward action research among 139 DepEd high school mathematics teachers selected through purposive sampling, ensuring they were actively engaged in mathematics action research. Descriptive statistics will be used to profile respondents' professional background, while inferential analyses will examine the relationships between background variables and research capacity. The researcher-developed survey questionnaire consists of four key sections to collect the data. The findings from this study indicate that mathematics teachers possess a strong overall understanding and competence in action research, with consistently "High" levels across the dimensions of knowledge, skills, and attitudes. These findings underscore the essential role of action research in enhancing teaching practices and professional development. Moreover, significant associations were revealed between teachers' research knowledge and the highest educational attainment ( r_s = 0.268, p = 0.001 ); research skills and length of teaching experience ( r_s = -0.189, p = 0.026 ); and research attitude and length of teaching experience ( r_s = -0.287, p = < .001 ). This finding suggests that experience and academic qualifications positively influence teachers' engagement in action research. Thus, mathematics teachers demonstrate strong competence and positive attitudes toward action research, with experience and education further enhancing their proficiency. It is recommended to implement targeted training programs aligned with teachers' rank, educational attainment, and teaching experience to enhance their competencies in structured reporting and advanced research methodologies.