The shift to self governance in organisational life as typified in self managing schools has also reconstituted the self and the modes of control and resistance in schools. A central feature of post modern organisations is the emphasis on performativity (Lyotard 1984). Self managing schools in the context of the market exemplify the ways in which the focus of organisational life has shifted outwardly, emphasising outcomes and performance which can be judged in comparison to other schools ( eg. school charters, standardised testing etc) and inwardly through the internalisation by individuals of organisational norms and values imparted through a range of disciplinary technologies eg. performance management. This paper will use the work of Lyotard (1984) The Postmodern Condition on performativity, Rose (1989) Governing of the Soul and Casey (1995) Work Self and Society to explore the ways in which the corporatisation and privatisation of education penetrate into teachers'work and sense of professional identity. The paper draws from two small ARC projects : Learning to Change and Mediating Change.