Resumen

ALIAGA MARMOLEJO, Morayma Úrsula  y  MEDINA SOTELO, Cristian Gumercindo. From politics to performance: impact mechanisms in primary school management. Tribunal [online]. 2025, vol.5, n.13, pp.513-526.  Epub 02-Oct-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i13.284.

Background: Educational policies are key instruments for school improvement, yet their actual impact on management and performance is a complex and mediated phenomenon. Objective: To systematically synthesize and analyze recent empirical evidence (2019-2024) on the impact mechanisms of educational policies on school management and academic performance in primary education. Methods: A systematic review was conducted following the PRISMA 2020 guidelines, with searches in Scopus, Web of Science, and ERIC. Sixty-one empirical studies meeting predefined eligibility criteria were included, and their risk of bias was assessed using the MMAT tool. Results: The 61 analyzed studies, from 25 countries, reveal that the impact of policies is predominantly indirect, mediated by five key mechanisms: teacher quality and leadership, resource management, effectiveness of specific policies, socio-ecological factors, and systemic influences. School leadership and resource adequacy emerged as critical mediators. Conclusions: The success of educational policies depends less on their isolated design and more on their systemic implementation, which must include development of local leadership and provision of adequate resources.

Palabras clave : Educational policy; School management; Academic performance Primary education; Impact mechanisms.

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