"I Want to Contribute, but...": Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools.

This paper explores the experiences of educators in Australia with doctoral qualifications and how they perceive their knowledge and research skills to be valued and leveraged as legitimate funds of knowledge in school environments. Findings from an online survey and four semi-structured interviews provoke further consideration of how teachers' cultural capital is contemporaneously defined in school settings, with educators with doctorates perceiving their knowledge and skills to be largely underutilised or ignored in their workplace. [ABSTRACT FROM AUTHOR]