Sarcouncil Journal of Education and Sociology

Abstract: Educational management plays a crucial role in enhancing school quality by influencing organizational effectiveness, instructional improvement, and educational outcomes. Despite the growing body of research on educational leadership, school management, and quality assurance, existing findings remain dispersed across different contexts and perspectives. Therefore, this study aims to synthesize contemporary evidence regarding the role of educational management in improving school quality through a systematic literature review (SLR). The review followed the PRISMA 2020 framework and examined peer-reviewed journal articles published between 2020 and 2025. Relevant studies were identified through searches of major academic databases, including Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar. Following the identification, screening, eligibility, and inclusion stages, 37 studies were selected for final analysis. Data were analyzed using thematic content analysis to identify recurring patterns, dominant themes, and emerging trends in educational management research. The findings revealed four major dimensions contributing to school quality enhancement: leadership and vision development, teacher development and human resource management, quality assurance and continuous improvement, and stakeholder collaboration and school culture. Among these dimensions, leadership emerged as the most influential factor in driving school improvement and organizational effectiveness. The review further indicates that sustainable school quality is achieved through the integration of strategic leadership, professional development, systematic quality assurance, and collaborative stakeholder engagement. This study contributes to the educational management literature by proposing a synthesized framework that explains the interconnected role of management dimensions in supporting school quality enhancement. The findings provide practical implications for policymakers, school leaders, and educational practitioners seeking to strengthen educational effectiveness in diverse educational contexts.