SCHOOL MANAGEMENT AND IDEB RESULTS: A LITERATURE REVIEW ON THE IMPACTS OF PUBLIC POLICIES ON THE QUALITY OF EDUCATION

Abstract

School management plays a strategic role in implementing educational public policies and promoting the quality of Brazilian basic education. In this context, the Basic Education Development Index (IDEB) has become one of the main indicators used to assess school performance and support administrative and pedagogical decision-making aimed at improving learning outcomes. This study aimed to analyze, through a literature review, the contributions of school management to IDEB results, discussing the main practices, challenges, and strategies highlighted in Brazilian scientific literature. The research is qualitative and bibliographic, based on the analysis of scientific articles, dissertations, and academic studies published between 2015 and 2026 addressing school management, public educational policies, educational quality, and IDEB. The analyzed studies indicate that school leadership significantly influences educational indicators, especially when based on democratic management, strategic planning, pedagogical monitoring, continuing teacher education, and community participation. However, the literature also demonstrates that IDEB performance is influenced by socioeconomic conditions, school infrastructure, public policies, teacher training, and students’ learning conditions. It is concluded that school management is an essential element in improving educational quality, although its effectiveness depends on collective work involving the entire school community and adequate institutional support.