Regulating teachers

Abstract

The British Government’s recent imposition of performance-related pay for teachers is the latest in a host of unpopular regulatory measures. In this paper, I examine the philosophical basis of regulation as a means of achieving higher educational standards and offer an analysis of the contradictions involved in regulating the teaching profession. I argue that regulatory measures alone are not equal to the problems they seek to rectify. An autonomous profession is morally self-regulating; professionals internalise purposes, values and performance expectations. The present regulatory regime is likely to undermine teacher commitment to underachieving pupils. It is likely to increase rather than decrease the number of poorly educated and disaffected individuals.