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Using a mixed-methods design, the research examines how strongly 198 K-12 teachers identify with the notion of teachers as researchers and how frequently they believe specific research activities occur. 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Employing a mixed-methods research design, the study aims to uncover the extent to which 198 K-12 teachers working in the field identify teachers as researchers, as well as identify the frequency they believe teachers participate in specific research activities. The findings highlight the necessity of embedding\"researcher\" as a core element of teachers’professional identity, as well as suggest implications for both educator preparation and broader educational planning, calling for expanded efforts to develop teachers’ research competencies and integrate research as a fundamental part of their professional roles. This study not only sheds light on the current state of teacher-researcher identity, but also provides implications for educator preparation programs and broader educational planning to develop pragmatic research competencies in teacher candidates.  \nINTRODUCTION  \nEducational research is essential for broadening the scope of facts and perspectives that contribute to the advancement of the field. By exploring different aspects of teaching and learning, educational research fosters deeper understanding and continuous improvement. This process enables educators and stakeholders to critically examine current practices, identify areas for growth, and implement evidence-based strategies that enhance learning outcomes (Bourke & Loveridge, 2017; Cohen et al., 2018) . Furthermore, research serves as a bridge between theory and practice, allowing teachers to apply theoretical frameworks to real-world classroom challenges (Mertler, 2021). In doing so, it supports a reflective and dynamic profession in which teachers continually adapt their approaches to meet the evolving needs of students (Hargreaves & Fullan, 2012) . Educational research also plays a pivotal role in influencing policy decisions, shaping curricula, and guiding professional development, ultimately improving the quality of education systems on a broader scale (Darling-Hammond & Bransford, 2005) . By contributing to both practical applications and policy reforms, educational research ensures that the field remains responsive and effective in addressing the complexities of modern education.  \nAt the classroom level, research empowers teachers to become reflective practitioners who can adapt and improve their teaching strategies based on evidence (Mertler, 2021) . When teachers conduct research, they gain deeper insights into student learning, classroom dynamics, and effective pedagogical practices, allowing them to make informed decisions and address challenges more effectively (Dana & Yendol-Hoppey, 2020) . Research also enables teachers to personalize instruction to meet the diverse needs of their students (Cochran-Smith & Lytle, 2009). Additionally, teacher-researchers contribute to the profession by sharing their findings with colleagues, fostering a collaborative culture of continuous improvement (Hargreaves & Fullan, 2012) . When teachers  \nEducational Planning | Winter 2025 45 Vol. 32, No. 1  \nactively share knowledge gained through research, they help build a professional community and shape the minds within that community (McRae & Parsons, 2018) . Ultimately, when teachers engage in research, they not only enhance their own practice but also contribute to the broader field of education, helping to shape educational policies and innovations (Cochran-Smith & Lytle, 2009) .  \nLITERATURE REVIEW  \nProfessional Identity of Teachers  \nProfessional identity refers to a practitioners’ views on “career goals, social values, and other factors”(Zhu, 2021, p. 124) . The development of professional","cbCaieK0N4TjwB8W","https://ap.wps.com/l/cbCaieK0N4TjwB8W","pdf",361044,16,"English","# Abstract\n# Introduction\n## Value of Educational Research\n## Classroom-Level Impact of Research\n# Literature Review\n## Professional Identity of Teachers","[{\"question\":\"What identity does the study examine?\",\"answer\":\"The study examines the “teacher-researcher identity,” focusing on how teachers perceive teachers as researchers.\"},{\"question\":\"What research method does the study use?\",\"answer\":\"The study uses a mixed-methods research design.\"},{\"question\":\"What do the findings emphasize for teacher professional identity?\",\"answer\":\"The findings emphasize embedding “researcher” as a core element of teachers’ professional identity and strengthening research competencies through educator preparation.\"}]","TEACHER-RESEARCHER IDENTITY - EXAMINING TEACHERS’ PERCEPTIONS OF TEACHERS AS RESEARCHERS | PDF",1792095883]