The aim of this study is to reveal how teachers experience the effects of management by documents in their professional practice. Approximately one hundred primary school teachers were asked to describe their daily teaching work with special focus on the demands in terms of the production of documentation. The reports were analysed using a “profession theoretical” model which focuses on the following aspects of professional knowledge: recognition, emotional engagement, and evaluation of and responsibility for one’s own work. The results show that the teachers have experienced that the teaching profession has changed because of fixation on results, and fragmentation has resulted in a decrease in the levels of trust and a feeling that the work is boring. The internal pedagogic discourse is weakened because of the presence of an external legal discourse. Management by documents can thus be a factor that causes a professional regression.