This breadth and depth of autonomy has fostered high teacher professional self-esteem and the internal motivation for continuous professional development. Even with low-performing schools, the government does not intervene in school management, it relies instead on the decision-making power of the school administration and teachers (OECD, 2014a). By contrast, in Shanghai (China), the municipal government designs the policies, manages the schools and improves instruction (OECD, 2014a).