Not refuse some platitudes in some contexts and school situations, where working conditions are particularly difficult, the educational malaise is a logical consequence. However, in other situations and circumstances is necessary to analyze whether teaching discomfort is the objective result of conditions or not is another thing that the construction of an alibi and a comfortable discourse and autojustificatorio to oppose any process of innovation and change, come from where you come. On the other hand, forgets the positive side of the profession, as if there were a certain inferiority complex to show it, when it is clear that today there are many teachers who have much meaning to their craft, who enjoy and you discover a lot of satisfactions. 4. The emergence of other educational agents and competition that emerges, they have done that the Magisterium does not already exercise with the exclusivity of a long instruction or transmission of knowledge. Television and the world of the image, new information and communication technologies and the avalanche of extracurricular offerings have generated a degree of bewilderment and confusion.

Some sectors perceive it even as a loss of authority, as if his work remain disputed and with a certain degree of fear and anguish in front of a technological future that increasingly control less. 5. The crisis the vocation of the Magisterium, understood as a lack of identification, illusion and global commitment to children, the school and the community, and a lack of pride towards the profession. It seems that some of these words belong to other times and the vocation of teacher is identified with priesthood, voluntarism and missionary character, as if this concept were not susceptible to evolve in Postmodernity and might not think also in the key of a progressive and innovative conception of the profession. 6. The deployment by the administration of a broad rhetoric about the importance of teachers, which, in practice, comes to nothing.