The attempt of the study was to diagnose and illuminate the current practice of GZSS inrnimproving school effectiveness through SBER with the intention of suggesting and amplifyingrnbest practices and alleviating the challenges. To this end, both quantitative and qualitativernresearch approaches were used for data collection and analysis. The subjects of the study werern187 teachers 6 principals, and 12, 4 and 2, WEO, GZED officers and GZTA chair and vicernchairpersons respectively. Questionnaire was used to collect data from teachers. Interviews werernheld with principals and educational officers to complement the information obtained throughrnquestionnaire. Focus group discussion with 16 teachers from two schools and document analysisrnwere made to validate and triangulate information from different sources. Descriptive statisticsrn(mean, standard deviation and percentage), chi- square and total mean score were used to analyzernquantitative data. The results of teachers' questionnaire, principals' interview and focus grouprndiscussion were found significantly consistent on the issues raised. However, discrepancy wasrnobserved between the results of educational officers' interview and the information fromrnteachers' regarding teachers' readiness (perception and research competence) towards the role ofrnSBER. Teachers' readiness towards SBER was found to be encouraging though 41.7% of themrnwere engaged in SBER. Majority of the research works (47. 1%) focused on fragmented andrnspecific classroom skills rather than unified school wide academic issues. The practice ofrnidentifying the cause of educational problems and seeking solutions with SBER was found atrninfancy stage in GZSS. The involvement and support of the principal and educational officers inrnpromoting SBER in GZSS was found minimal and superficial. The major factors that impedernteachers from involving in SBER were: unsupportive culture, luck of financial support, workrnoverload and the lack of facilities of the school. Hence, it was recommended that the schoolrnprincipals and educational officers at various levels should create supportive research culture tornovercome the challenges; short term practical refresher courses should be designed at WEO/ZEDrnlevels to capacitate teachers' research competence, principals and the educational officers atrnWEO/ZED or REB should scale up best research works through structured experience and bestrnresearch performers should be motivated