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This study delves into the landscape of American computer science educators from the lens of teacher identity. Using survey data from 2,337 educators, we further developed and tested a measure of teacher identity specific to teachers of computer science. By investigating their sense of professional identity, this study identified five distinct profiles of computer science educators: committed, confident, and well-resourced proponents; committed, confident, but under-resourced proponents; moderates; unconfident and under-resourced proponents; and uncommitted, unconfident, and under-resourced skeptics. We further examined the professional backgrounds and teaching contexts of those educators in each profile. 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