Raising individuals who have the ability to conduct scientific research should be among the objectives of the education system. For this, the educators should have this skill at the first place. The main purpose of this research is to develop a scale that can be used to identify teachers’ skills to conduct scientific research and examine their perceptions of their ability to conduct scientific research in depth. This study consists of three stages, namely the development of the Scientific Research Skills Scale (SRSS), the examination of teachers’ ability to conduct scientific research depending on various variables, and the implementation of a qualitative research. The research employed exploratory sequential design, which is a mixed method research design. The first data collected for the scale development was used for the exploratory factor analysis, whereas the second data was used for confirmatory factor analysis. SPSS 22 and AMOS 20 package programs were used for the quantitative data analysis. In the qualitative part of the research examined the teachers’ perceptions of their ability to conduct scientific research with phenomenological design. Descriptive analysis method was employed in the analysis of the qualitative data. The validity and reliability of the research findings was ensured with pilot research, data diversification, and participant confirmations. SRSS, which is developed according to the results of the research, has sufficient validity and reliability values. The scientific research skills of teachers significantly differ according to gender and educational level. In addition, the reasons for conducting scientific research significantly differ among school types. The participants stated that they think teachers are not willing and sufficient for scientific research; they have difficulty in finding academic resources, dealing with the indifference of teachers, and defining the problem; and that postgraduate education positively affected their ability to conduct scientific research.