The growing diversity of educational environments, as well as changes in the educational system resulting from social and political transformations, bring new and constant demands to the teaching profession. In the social context, criticism of schools and teachers, as well as holding them responsible for teaching problems, have been associated with the deterioration of the teacher's image since the 1990s. In recent years, Teachers have drawn attention to the need to improve their working conditions, aiming to offer a quality educational service capable of guaranteeing the sustainability of the profession for future generations. Teachers' demands associated with working conditions include aspects such as remuneration, career progression, stability, health and work-life balance. All these aspects are considered unsatisfactory, giving rise to negative consequences, such as the lack of attractiveness of the profession, early abandonment of the profession, early retirements and low levels of well-being and professional satisfaction. In understanding how current and future teachers perceive their work in all its dimensions, the concept of decent work constitutes a theoretical framework that is important to highlight. If decent work, proposed by the International Labor Organization (ILO) in 1992, defines the basic attributes of work, the responsibility for promoting decent work falls on states, through social and labor laws and policies. However, the monitoring of these policies is generally based on indicators of a legislative and political nature, without considering the individual experiences of workers. This approach, although worthy, does not involve the assessment of individual workers' perceptions of the presence of decent work indicators in their work context. This project aims to produce and disseminate knowledge about the perception of decent work in the teaching profession of early childhood education and primary and secondary education. Its objective is to contribute to the understanding of the importance of each of the domains involved in the construction of decent work in the teaching profession, in line with SDGs 4 and 8. In this sense, its specific objectives are: to evaluate the perception that teachers have of its work using the indicators of the concept of decent work (proposed by the ILO and which are part of the SDGs); evaluate the perception that future teachers (final-year students of professional qualification master's degrees for teaching) have of their dignified work (proposed by the ILO and which are part of the SDGs); identify differences in perceptions about decent work in the teaching profession depending on variables associated with professional status (e.g. teachers and students/future teachers), in function (e.g. seniority in the career, level/levels of education and teaching, functions performed, type of employment relationship), the organizational context (e.g. type of school/group, public/private education) and at the individual level (e.g. age, domicile, area of ​​residence/place of work), also evaluating the relationship between the perception of decent work, the performance of tasks considered illegitimate and psychological variables associated with well-being, namely engagement and satisfaction at work. The results obtained aim to expand theoretical knowledge about decent work in the teaching profession and with students/future teachers, in addition to enabling reflections for interventions at different levels. In terms of teachers' work contexts in schools/groups, with a view to developing recommendations for the implementation of measures and actions to improve teachers' working conditions, to strengthen professional development. as well as to prevent negative effects on the well-being of teachers.. At the level of HEIs involved in initial teacher training, proposing actions that help students/future teachers understand their expectations in relation to the profession and contexts of work. In a broader context, in terms of intervention in defining aspects relating to the profession and professional career, it is intended that the results of this project may suggest recommendations for the creation of mechanisms and actions that favor the participation of teachers in defining aspects related to their work contexts and professional career. At the level of society in general, we seek to make a contribution to better clarifying the aspects associated with decent work in the teaching profession, aiming to strengthen the image and role of the teacher in improving working conditions and the quality of teaching in general.