ABSTRACT
This chapter presents an overview of how the key informants felt about masterliness and why some did, and others did not, bother with master's professional development(PD). It examines some of the macro-level structures, such as neo-liberalism and performativity, which appear to impinge on teachers' engagement with masterliness. Performativity has been described as the prominent policy technology mediating changes to the English education system and the conditions in which teachers work, giving rise to post-professionalism. Neo-liberalism has situated schools and education firmly within the competitive market through conservative modernisation. Institutional professional development(IPD) can be seen in the informants who engaged in master's PD with the full knowledge of their schools, with some funding support from their schools. Masterliness was located within a strong affinity personal professional development(PPD) engagers had with specific issues which were close to them. Integral to all of the masters' non-engagers(MNE) informants concerns regarding the feasibility of completing master's PD was time.
