This article brings into conversation theories of performance and performativity to argue that the analogy of a teacher as a performer is a very complex discourse that both empowers and disempowers women teachers. As the field of teachers is increasingly comprised of women and the education policy and administrative leadership fields is increasingly comprised of men, there is an equally disturbing increase in the amount of disciplining, standardisation, and evaluation of teachers' practices within schools in recent decades. The author argues that the perceived feminisation of the teaching field produces a situation in which teachers' performance is threatening to the patriarchal institutions, causing further surveillance upon women and their role. Yet, in contrast, an analogy of performance also can allow teachers to subvert hegemonic patriarchal practices. Central to this discussion are notions of threat, corporeality, and temporality. The author concludes with examples of how teachers and researchers have successfully subverted and re-appropriated the teaching as performance analogy for the betterment of teachers, despite the complexity of this discourse.