Changing Conceptions of Teaching as a Profession: Personal Ref lections

This chapter provides me with an opportunity to reflect on the concept that has constituted the leitmotif of my academic writing: the concept of profession. This has been linked throughout with my two other main interests. One is the nature of the school as an organization, and particularly the relationship between teacher autonomy and bureaucratic control. The other is the leadership and management of schools, and particularly the role of school leaders in supporting teachers in their professional task. In retrospect, my approach has entailed a constant engagement with a series of dilemmas, the fundamental dilemma being rooted in the tension between two modes of organizing work in public sector organizations: the professional and the bureaucratic (managerial). Although I had throughout my writing implicitly adopted a ‘dilemmas’ approach, I hadn’t pondered on the nature of dilemmas until I encountered the following: “Dilemmas are neither problems to be solved nor issues to be faced. Problems are presumed solvable; issues can be negotiated and thus are resolvable. As we use the term in this chapter, we assert that dilemmas reveal deeper, more fundamental dichotomies. They present situation with equally valued alternatives. As a consequence, dilemmas cannot be solved or resolved” (Ogawa et al., 1999: 278). An acceptance of the endemic nature of dilemmas does not preclude the making of choices or the expression of values. However, it does entail being sensitive to ambiguity, contingency and – clumsy word but important concept – ‘satisficing’ (March and Simon, 1958). I take the view that one of the defining characteristics of members of a profession is the ability to function effectively in uncertain and indeterminate situations. Some might argue that a sensitivity to ambiguity and contingency marks the beginning of the slippery path to relativism. However, I long ago made peace with myself over the foundationalism-relativism tension. I am unable to take a definitive position on whether or not ‘truth’ exists beyond consciousness, and from the massive and growing literature on this topic it would seem that many others are in the same boat. I nevertheless believe that it is worthwhile to maintain the Enlightenment position with regard to the search for truth without holding great hopes of a philosophical solution. Finality on this matter is elusive and we must live with ambiguities and dilemmas. Schumpeter (1942) wrote: “To realize the relative validity of one’s convictions and evidence and argument and yet to stand for them unflinchingly, is what