Financial Delegation: its effect on the school and the role of the head

At the end of a decade of enhanced marketisation in schools, this article considers the subjective meanings attached to educational marketing by school teachers and the ways they construct and interpret teachers' 'idealised' and 'actual' involvement and contribution to school marketing. Through semi-structured interviews with 12 secondary school teachers from the south of England, the study revealed teachers' perceptions of and attitudes towards competition, marketing and education, their awareness of the marketing activities of their schools, the teachers' role in marketing the school and the perceived impact of the market upon teachers' well being. The results show that there is no coherent, organised view of education marketing among teachers in the study but rather that there are a number of inchoate voices amongst teachers concerning their role in school marketing. Broadly, two voices are revealed that reflect a cognitive dissonance which may exist among school teachers in the era of marketisation. This dissonance may stem from teachers' ideology-based difficulty in perceiving marketing as part of school life, while at the same time, they are aware of its importance to the school's success.