Teacher appraisal is viewed by bureaucrats as a means of effecting organisational change in schools. It is for this reason that educational policy leaders have turned to technical competency as a way of accounting for teachers' performance in classrooms. In other words, teachers' work is now subject to minute scrutiny by the observation of technical skills where teachers are subject to purely technical modes of accountability. As a result, teachers are denied the autonomy that recognises their specialist knowledge and moral responsibility. In order to overcome this dilemma, teachers have developed "new technologies of the self" to survive in the "performative" state.