Background & Context: Continuously developing teachers' knowledge, practice, and professional identity is one of the key standards for effective computer science (CS) teachers. Objective: This study aims to understand the landscape of CS teachers in the United States, the professional identity they hold, and how their background and teaching context are associated with their CS teacher identity. Method: Using data of 3540 teachers, we performed a two-step cluster analysis to reveal homogeneous subgroups of CS teachers. The relationship between teachers' backgrounds and their CS teacher identity was also assessed. Findings: This study identified four profiles of CS teachers based on their professional identity. CS teacher identity is strongly associated with teachers' Computer Science Teachers Association membership, teaching responsibility, teaching experience, and their exposure to CS coursework. Implications: More professional support is needed for CS teachers, especially for early-career CS teachers, elementary school teachers, and teachers with multiple responsibilities and little CS background.