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‪By comparing the contents of a set of regulatory texts issued by the French Ministry of Education with the discourse of primary school teachers, our study investigates the presence of neo-managerial prescriptions and their potential translation into everyday work experiences. We thus identify elements that indicate the implementation of this policy in the regulatory texts governing teachers’ practices. These prescriptions are expressed in a partial and fragmented manner in the discourse of primary school teachers, who perceive the new instruments of control and, above all, the resulting effects in the form of an increased workload. Finally, we report on the organisational dimensions which, as reflected in the testimonies of the school teachers, seem to contradict the systematic circulation of New Public Management (NPM) in their conception of work.‪