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In this paper we analyze the logic of "economic incentive" from the perspective of the teaching staff working within the Andalusian (Spain) state education system. We start from the interpretive paradigm in order to understand how neoliberalisation processes and the New Public Management (NPM) are perceived within the context of state education in Spain. Drawing on thirty interviews, conducted with secondary school teachers, we offer a content analysis and their assembly with the grounded theory. Our main focus is on how economic incentives are perceived in terms of their either acceptance, or rejection, by the teaching staff. The NPM is spreading throughout the field of education, as is teacher resistance and opposition to these processes.