Are magnet school teachers more professionalized than traditional school teachers?
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The separate paths of teacher professionalism, the influence of the organizational context on the teacher and magnet schools have been researched independently but the systematic study of the intersection of all three roads has not been undertaken. This study intends to fill the gap in the literature. Utilizing a national level data set, the 1993- 94 Schools and Staffing Survey, I investigate the affects of the magnet school context on four elements of professionalism; autonomy – influence over school policy and classroom control, professional development, salary and credentialing – highest degree and type of teaching certification. The results indicate the magnet school context is indeed noteworthy in the areas of autonomy in school policy, professional development and salary but not significant in autonomy in the classroom and credentialing.
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