In recent years, the leading role of the teacher has been left behind by various educational policies and administrative actions where pluri-functionalism has generated various changes around his figure. From being the leader in the classroom, he is amended to be a strict subject of precise goals, delimiting, in some cases, his dynamism and motivation.

            He and the teachers are the essential figures that mark the turning point towards the achievement of clear objectives determined at the beginning under the bases of planning, motivation, humanism that emanate from the managerial role in their work. However, directive leaders must offer the teacher opportunities based on the teacher's affective discourse. This involves feedback and evaluating beliefs and opinions. Diversity in the education scene becomes essential.

            The role of the manager must be supported by appropriate pedagogical knowledge and the administrative and humanistic line. Guiding the teacher around the search for alternative perspectives will allow understanding their practice, and this will strengthen the processes towards achieving quality.

            The approach by which we will direct this article will be qualitative, where we will deploy a thematic analysis about the teaching task and the managerial role. As a conclusion, we will take some arguments about the impact of various public policies on the deterioration of work and its educational practice.