Teachers ' perceptions of their role in educational marketing: Insights from the case of Edmonton, Alberta1

Based on semi-structured interviews with high school teachers in Edmonton, Alberta, the reported study examined teachers ' attitudes towards their roles and responsibilities in marketing their school, and the perceived impact of educational markets upon teachers ' well-being. The teachers define marketing negatively and narrowly, resist any involvement of teachers in marketing their schools, and feel that working in a market-like environment leads to high levels of stress and uncertainty in their work. Yet many of them provided evidence of their contribution to prospective students ' recruitment by promoting their subject matter in the open house. Theoretical and practical implications are suggested