ABSTRACT
This chapter explores fluidity of capability are modelled, and it is proposed that professional capabilities could be more usefully conceptualized in terms of frameworks rather than lists. It considers how capability perspectives can contribute to different understandings around quality teaching and centred around the model and what it suggests for the educational governance of women teachers in rural Sub-Saharan African schools. The model and the notion of a framework of professional capabilities are tentative attempts to illustrate and articulate these teacher's experiences of professional capability in rural schools. The chapter focuses on the role of relational governance - the development and maintenance of relationships between teachers, head teachers and local education officials - is crucial and that the capability approach can offer important insights into the form which this governance could take. It explains how a capability approach to exploring teacher's professional lives can contribute to new thinking about quality teaching and educational governance more generally.
