In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods. The methodology and the theoretical framework were based on organisational and sociological paradigms. Data informing the study were collected from 44 award recipients and 57 of their colleagues between the years 2000 and 2002. Documentation relating to the promotion and process of awards was also examined. The introduction of teaching excellence awards into the school education sector is found to be a reflection of the economic era in which the current education system is situated. The paper concludes that the awards process may be potentially politically manipulative. (Contains 1 table.)