Teachers have low research engagement. This study examined the significance of teaching workload management and institutional support as predictors of research engagement. Using predictive analysis and involving 100 Social Studies teachers selected through stratified random sampling, and applying regression analysis, it was found that the determinants together have 25% significant predictive strength on the criterion affirming the JD-R model. Further research is needed to explain the remaining 75% variance in research engagement. Qualitative research may be explored to identify potential variables.