The importance of factors at the macro level of analysis for teachers’ careers and teachers’ work is usually acknowledged (Ball and Goodson, 1985; Sikes, Measor and Woods, 1985). Such factors include an expansion or contraction in the numbers of teachers as a result of demographic changes in the size of the school-age population or more general changes in the financial provisioning of teaching posts. A related factor is the general mood of optimism or pessimism among teachers, resulting in part from the respect and status attached to teaching which is reflected in the relative salary position of teachers compared with other professions and occupations. In addition, there is the salary and promotion structure itself. This consists of the framework of posts and positions through which teachers move as their careers develop and their experience grows. Changes in this structure are important in altering the routes and paths by means of which teachers develop, understand and interpret their careers.