Within the framework of public education policy reforms implemented from 1990 to 2020, this research analyzes perceptions of educational change among a sample of high school teachers in Arica, Chile. The study uses a mixed methodology with a non-experimental approach and is based on a survey administered to 180 school and high school teachers regarding their perceptions of educational change and its context. The analysis of results revealed that teachers perceive educational change as positive and necessary for improving the educational system and classroom practices. In contrast, perceptions are generally critical and negative regarding the contexts in which educational changes take place, at the structural, organizational, cultural, and formative process levels, influenced by the laws and regulations of the Ministry of Education, as well as by measures adopted by school administrators.
