Teachers’ research orientations may influence how they benefit fromprofessional learning programmes (PLP) designed to enhance theirresearch competencies. The study investigated a specific group ofteachers’ (n = 258) research orientations (tendencies for researchengagement and attitudes towards research), and how their atti-tudes differed based on school level, professional seniority, lastdiploma level, research training, and experience to develop a PLPthat trains and supports teachers for their research. A questionnairewas developed with questions for teachers’ research tendencies anda scale for research attitudes. Findings indicated that teachers con-sidered educational research important, beneficial, and research find-ings may be applicable; they generally had positive attitudes butwere not immediately ready for research engagement. Teachers’research experience made a difference in their attitudes in generaland in the three dimensions of the scale: contribution of research toteachers’ professional development, general research attitudes, andapplicability and usefulness of educational research.