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‪This article focuses on the movement to proceduralise the recognition of teacher commitment in secondary education in France. In particular, the reform carried out between 2012 and 2017, during which various management devices were created to formalise and reward teachers’ commitment at work in accordance with the dominant version of it disseminated by the Ministry of National Education, represented a pivotal moment. Following a pluralist empirical approach, this article shows the tensions and ambiguities surrounding the production and implementation of these devices. In this respect, it questions the place of this movement in a more global context of managerial transformations in the State civil service, marked by a dual logic of standardisation of professional practices, and individualisation of its agents’ careers and remuneration.‪