The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism

Abstract

Abstract This article explores teachers' reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers' work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an occupational culture, the 'old professionals', largely resisted the changes but subsequently left the school or left teaching, the 'new professionals' complied with some of management's changed expectations of them, but resisted others. In the new managerialist culture the teachers experienced new forms of control and their roles increasingly included managerial tasks. The article concludes by suggesting that measures for policing teachers' work, such as inspection and school self‐management may limit the spaces in which teachers can use strategies of resistance within accommodation.