Abstract

This article presents main reflections of the findings of two case studies about implementation of the Ley de Subvención Preferencial (SEP, Grant Preferential School Law) in relation to its effects on teacher identity. Describes this law and its central mechanisms, the analyses the main impact stakeholders perceive in their every day practice, in what refers to lose of autonomy, non professionalization and responsibility of teaching staff. It was concluded that SEP law is producing changes in the culture and educational identity that may be conflicting with the aim of the law, which is the school improvement. In addition, it seems that it's progressing more than ever in the non professionalization of teachers.