Teachers' Working Conditions for Quality and Equity in Education

Every democratic society must be supported by an educational system that is committed to quality and equity; therefore, this article aims to describe and understand the impact that teachers' working conditions have on the development of quality and equity proposals within the framework of the LOMCE (2013), relating them to LOMLOE (2020). A plural methodological approach was adopted, from a qualitative perspective through a documentary analysis, case studies with 5 participants and a quantitative perspective with an ex post facto design through surveys, with a total of 215 questionnaires. The results show that there is still a more political than pedagogical vision of educational quality and equity at the service of the market, there has been a greater bureaucratization of the teaching profession, investment in education has decreased and the autonomy of teachers has been limited. In conclusion, a commitment to an educational pact with the participation of the entire educational community is considered necessary.