The article examines the structure, functions, and development of school management in Uzbekistan’s general secondary education system. Based on qualitative document analysis and comparative education methods, it reviews reforms from 1997–2023, focusing on management functions (planning, organizing, leadership/motivation, and control), governance structures, and the role of digitalization. Comparative insights from Finland, Estonia, South Korea, and Singapore highlight lessons for enhancing school autonomy, accountability, and leadership training. The findings indicate that Uzbekistan is gradually moving from a centralized model toward data-driven management and limited autonomy.

school management, Uzbekistan, leadership, autonomy, education reform, EMIS, comparative education.

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