In current educational reforms, the shift to school-based management is often assumed as the important approach to enhancing school effectiveness and educational quality. This assumption will be problematic if the relationship between education quality and school-based management is conceptually and empirically unclear. This paper aims to provide a theoretical framework to explore this relationship. It explains how the characteristics of school-based management or self-management at multi-levels can contribute to the emphasis and concerns of seven different models of educational quality in school. The proposed framework has useful implications for current educational reforms in international contexts.
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