La organización y gestión de centros educativos, ¿una apuesta pendiente?

This contribution considers the impact that the successive educational reforms carried out in Spain have had on the organizational and institutional management processes. Having clarified the meaning of both terms and their relationship with educational policy and administration, we analyze the reality of institutional autonomy as a condition of entry and of the conditioning factors of process (institutional projects, school management and continuous improvement). It is concluded that the levels of real autonomy have been decreasing and that the process conditioning factors have been limited by the previous reason and by the constant change of regulations and stumbling blocks in their orientation. Thus, organization continues to be a pending challenge and management is circumscribed only and exclusively to compliance with external regulations.