The reforms introduced through the Education Reform Act 1988 have brought about a radical redistribution of authority in the school system. The reform process includes the introduction of competitive markets, the erosion of the democratic structures that previously underpinned the state school sector, and the centralization of power over both funding and educational issues. This article examines the impact of these changes on the teacher labour process, drawing from recent research in schools in England and from earlier research on schools in the USA. Teacher labour is being transformed in several ways; reduced autonomy, deskilling, work intensification, and increased labour flexibility are identified. Some consideration is given to teacher responses, noting the importance of trade union responses for this traditionally highly organised group of employees.
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