The main objective of this thesis was to construct, validate, and discuss the relevance of indices that relate aspects of school management (principal s leadership, principal s pedagogical self-efficacy, and management complexity) to the outcome and equity of students results in the final years of elementary school. The research was a quantitative study of exploratory nature, having as main samplethe schools of the municipal network of Rio de Janeiro that offer 9th grade and were evaluated in SAEB 2019. In a complementary way, analyses were carried out for schools that offered 5th grade in the same system and for Brazil s 5th and 9th grade public schools that participated in SAEB 2019. In methodological terms, three indices were constructed using factor analysis: the Principal Leadership Index (PLI), the Principal Pedagogical Self-Efficacy Index (PPSEI), and a Management Complexity Index (MCI) for the municipal system of Rio de Janeiro, an alternativeto the index created by INEP. Multivariate linear regressions were then performed using the average math proficiency of students and its standard deviation in each school as dependent variables and INEP s Socioeconomic Level Index (SELI) as control variable. The main results indicated that the principal s leadership and the principal s belief in pedagogical self-efficacy were positively correlated with student proficiency and achievement inequalities. Management complexity, on the other hand, showed a negative correlation: the more complex the school, the worse the student achievement. It was not possible to find statistically reliable results for the relationship between management complexity and equity in student achievement. The models for Rio de Janeiro only showed statistical significance in some coefficients for the 5th grade. All indices and respective coefficients were statistically significant in the national models.