Effective schooling requires teachers to have professional discretion; yet in the twentieth century, bureaucratization enhanced administrative control of teaching. Teacher unionization offered one response to bureaucratization, intended in part to protect teacher professional discretion. More recently, the charter school movement offered a second means to protect teacher professionalism, though some scholars argue that charters fail to empower teachers since few charter teachers have union representation. We describe the conceptual links between unionization, charter schooling, and teacher professionalism. We then use the nationally-representative 2011–2012 School and Staffing Survey data to empirically examine the extent to which unionization and charter schooling influences teacher professionalism, measured as teachers’ perceptions of control over school policies and aspects of teaching and learning. OLS regressions indicate that unionized teachers report lower levels of control, while charter teachers report somewhat greater levels of control over school policies and curricula than other public school teachers.

中文翻译：

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工会化、公立学校改革和教师专业化

有效的教育要求教师具有专业的判断力；然而在 20 世纪，官僚化加强了对教学的行政控制。教师工会化是对官僚化的一种回应，其部分目的是保护教师的专业自由裁量权。最近，特许学校运动提供了第二种保护教师专业精神的手段，尽管一些学者认为特许学校未能赋予教师权力，因为很少有特许教师拥有工会代表。我们描述了工会化、特许学校教育和教师专业精神之间的概念联系。然后，我们使用具有全国代表性的 2011-2012 年学校和人员配备调查数据来实证检验工会和特许学校教育对教师专业精神的影响程度，衡量教师对学校政策和教与学方面控制的看法。OLS 回归表明工会教师报告的控制水平较低，而特许教师报告对学校政策和课程的控制程度比其他公立学校教师要高一些。