Educational research plays a crucial role in the advancement of knowledge in the teaching profession. In fact, raising the quality standards in education necessitates teachers' engagement in different levels and dimensions of research. To this end, improving teachers' research literacy is an essential first step, which also entails assessing the current state of teachers' research literacy using reliable and valid instruments. The present study provides a comprehensive review of the available instruments for assessing teachers' research literacy, along with a description of the characteristics of the reviewed instruments. It also presents a review of the results of using these instruments in measuring the research literacy of various populations. Based on the findings, teachers' research literacy is below the expected average level, reflecting the need for a change in policies and planning to improve it. Moreover, the results of this scoping review indicated that the instruments developed for measuring research literacy reflected the expectations of just the instructional context in which they have been developed and may not reflect the full dimensions of research literacy. Furthermore, the developed instruments each came with its own strengths and weaknesses in assessing teachers' research skills. Therefore, it is suggested that research literacy instruments be selected based on the research skills expected from teachers in their institutional contexts and with full awareness of their limitations. To enhance the strengths and minimize the weaknesses, it is suggested that different sections from the current research literacy assessment instruments be combined selectively to assess teachers' research abilities.