Capacitating teachers doing action researches provides an avenue to innovate teaching practices in the classroom that will give a greater impact to the total development of the students in public schools. This study assessed the level of academic writing motivation of the teachers and how it influences their competence in doing action researches. Descriptive and Correlational research design was used to achieve the objectives of the study participated by 46 public elementary school teachers in Sto. Angel District of DepEd-San Pablo City. It was found out that the teachers are motivated in doing academic writing outputs to properly document the best practices they have imposed in teaching and learning processes with an average level of research competence. Also, their average level of academic writing motivation has a moderate significant relationship to the competence level of the teachers in writing action researches. This further show that teachers should be given training program in conducting action researches highlighting the technical aspects, methodology, writing analysis and interpretation and proper citation enough to become equipped in documenting their teaching initiatives.