For Zabalza (1995), there are four criteria and conditions of the institutional dynamics that are fundamental to quality schools, these relate to: design processes of the internal processes of the institutions, educational products and achievement of institutional objectives, processes to achieve the results or outcomes, and organizational development itself as a differentiated process aimed at improving school organization.

Following Gewerc and Montero (1996) the formal component of the organizational context, it has to do with the name of the institution and its sub-institutions within the same, with its policy and division of labor. Here are issues that are related to institutional governance (Orozco, 2004), organizational culture (Dill, 1982), collegiate management models, highly political bureaucracy or highly political models (Clark, 1964).  Also there are sociopolitical and economic pressures that determine specific demands for the education system (Didou, 1997; Ordorika and Kempner, 2003, Ibarra, 2007).

But educational institutions are not a summary of their structural, if not with a living component formed by different actors, students, teachers, workers, administrative and managerial staff. We believe that a research approach that considers the formal and structural aspects and the informal and living aspects, can have a good impact on institutions, as Clark once stated (1984) “can contribute significantly to the ability of teachers, administrators and other stakeholders inside and outside the system, to better understand the nature of what they do: where does higher education comes from, what is there to know it, to where it goes and how it has changed”. Especially from the everyday life of academics in their institutions.

We are starting from a certain point of view, using identity and satisfaction as a conceptual tool, especially from the Bolivar, Fernández-Cruz y Molina (2005) teachers identity model as a framework to be proven, to see if it can be used in a quantitative approach and specifically for the objective of this ongoing research project, to obtain empirical knowledge about the identity of teachers and the complex relationship with the structural aspects of a university in the context of its specific institutional dynamics. Then our research question is as follow: What are they and how processes and incidents of institutional dynamics form or modify the identities of the teachers?

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