This three-article dissertation presents a perspective of K-12 educator advocacy for the education profession within the context of the United States. Each article involves educators' perceptions of advocacy for the education profession. The first article is a systematic scoping review. This article analyzes the literature written on educator advocacy, which includes information on teacher perceptions and attitudes. The second article, a phenomenological study, qualitatively explores K-12 education union leaders' perceptions of advocacy for the education profession. The final article quantitatively investigates K-12 educators' individual interest in advocacy for the education profession by developing an instrument to measure this construct. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]