Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary agricultural education have filled in two questionnaires. On the basis of the results two types of teachers can be distinguished: teachers with a restricted professional orientation (type 1) and teachers with an extended professional orientation (type 2). It appeared that type-1 teachers participate less in school policy than type-2 teachers. This difference, however, is relative: both types of teachers participate in a limited way in the educational policy and in a very limited way in the management policy of the school. (Contains 3 figures, 3 tables and 1 note.)