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The status of teachers is a perennial concern for teachers, their unions, and the education systems in which they work. This is partly because status is elusive in terms of being measured precisely. This is because status involves subjective opinion combined with material elements such as pay, work conditions, and employment processes. Status is more than trust because it is inherently comparative. Teachers are keenly aware that holding the same qualifications or levels of training as other professions does not always buy the same status.