Abstract
The concept of educational management, as it is accepted today, has evolved from empirical management based on accumulated experiences and submitted as examples of good practice, to integrated scientific management. These empirical practices have worked a long time, being followed by generalizations of positive experiences, making the first steps towards a management approach as science, becoming an integrative concept explicitly oriented to quality and success of education. Nowadays, it is accepted that educational management combines general management with pedagogic management, the managerial act focusing on creating conditions for training children and young people in accordance with their aspirations and developmental needs of society.
Key words: approaches, charactheristics, educational management