This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in the volume's 19 chapters, of which this is one. This chapter explains the concept of self-management, noting that it has been distinguished in the past from the concept of autonomy. The merits of school-based management, local management, and self-management have been robust over the past 2 decades. It is now apparent that these management features are a part of school reform in virtually every nation that is seeking to improve the quality of learning. This overview provides a brief account of developments in a number of countries, including developing countries, with acknowledgment that several nations are now moving, or proposing to move, beyond self-management toward autonomy. Evidence of the impact of this shift is reviewed, as well as findings from particular nations. Included with these findings are results from the Third International Mathematics and Science Study in 39 nations that identified a number of policy settings for optimizing outcomes on a range of organizational characteristics. These settings included a high level of self-management within a centrally determined framework of goals, policies, curriculum, assessment, and accountabilities. The review concludes that the merits of self-management have been established, but the focus of implementation must shift to making the connections between empowerment at the school level and strategies to achieve improved learning outcomes for students. (Contains 34 references.) (RJM)