It has been argued that from this period onwards education became highly politicised, with governments seeking to define new concepts of professionalism and, in doing so, attempting to define the ideals and thoughts of teachers and their work (Swan et al, 2010; Olssen et al, 2004). Before the educational reforms of the 1980s, teachers in England exercised a considerable degree of control over their work and enjoyed considerable public trust (Lefstein et al, 2010). It is argued that a change in public trust has taken place as a result of marketisation (Lefstein et al, 2010; Whitty, 2000; Swann et al, 2008), with the idea of ​​whether professional workers can, or should, be trusted to act in the public interest that is compromised; particularly by those who favor a market economy approach (Swann et al, 2008). Critics of market-oriented educational reforms believe that the management of schools and educational institutions according to business principles has introduced a "new managerialism" into the teaching profession (Gleeson and Shain, 1999), and this managerialism has brought education towards a prescriptive nature, both through professional development requirements and performance management structures (Evans, 2011). Autonomy seems to have given way to responsibility (Hoyle and Wallace, 2005; Poulton, 2006).