This paper aims to present findings from a survey study directed to all teachers who are registered in the National Agency for Education's register i.e. teachers who have a teacher ID. A number of N=12 885 teachers have answered the survey. The aim with the study was to map and analyze the teachers’ profession in the wake of recent years political reforms that has had teachers in focus. Specifically, the two reforms directed to those teachers defined as specifically skilled teachers, the Career Services for Teachers (CST) reform and the established Government Grant to increase specifically skilled teachers' salaries has been taken as point of departure for the study. These reforms have according to both evaluations and research had significant consequences, not only for those who have been directly affected by the reform by, for example, being appointed “first teachers” and senior lecturers and / or have been awarded through the teacher salary increase, but for the profession as a whole. Finding out what this new professional landscape looks like for the different categories of teachers now active in primary and secondary school has been the primary interest of the study. More specifically, the purpose has been to interpret and analyze how educational policy strategies delimit and position teachers' professional activities and legitimacy, how teachers perceive and manage their work in relation to these conditions and the intra-professional relations between different categories of teachers. 

The questions, in focus for this study are about teachers' working conditions, work tasks, roles, authority and status, aspects that are central to the professional theoretical knowledge formation. Therefore, the study applies a theoretical framework on professions and professional work. Teachers are in line with Brante (2009) viewed upon as public sector professionals, that are expected to use their professional skills and judgment in their work, but that at the same time are governed by the policies, rules, and regulations defined by their organization. External governance is often considered challenging in relation to teachers' professionalism, often described in terms of the tension between profession and organisation (e.g. Evetts, 2006; Freidson, 2001). This study investigates these tensions both between teachers and organization and intra-professional relations, professional identity, knowledge and competence from different categories of teacher’s perspective.  

Brante, T. (2009). Vad är en profession? Teoretiska ansatser och definitioner. In L. Maria (Ed.), Vetenskap för profession 

Evetts, J. (2006, 2006/07/01). Introduction: Trust and Professionalism: Challenges and Occupational Changes. Current Sociology, 54(4),. 

Freidson, E. (2001). Professionalism : the third logic. University of Chicago Press.