Although traditional models of professionalism view professional and bureaucratic norms as incompatible, recent studies have found a direct relationship between the two sets of norms. This article reports on the results of research on the reactions of professionals to change in the distribution of power in an educational organization. Interviewed were members of three teacher training projects in which the traditional power and autonomy of professionals were considered inappropriate for innovation. Both amateurs and professionals who were highly committed to the organization supported greater sharing of power, suggesting that the relationship between professionalism, commitment, and attitudes toward power change in organizations is more complex than either the traditional or revised models of professionalism imply.
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