PurposeThe study was designed to investigate the effects of the decentralization of education through the perceptions of education managers.Design/methodology/approachThis was a qualitative case study research. The decentralization notification of 2014, issued by the secondary education department, Government of Balochistan, Pakistan was taken as a case. Some administrative and financial powers were devolved at cluster and district levels through this notification. In pursuance of data collection, focus group discussions were conducted with 20 education managers, 20 teachers, and 5 high-ranked education policy actors. The gathered data were analyzed using thematic analysis.FindingsThe study found that the intent of the decentralization move was positive, where some of the issues of teachers are now resolved at district and school levels. However, academic decentralization was utterly neglected. Furthermore, with the inclusion of district administration in the education decision-making, powers seem to be recentralized. The study concluded that decentralization should occur through a proper legislative process based on sound planning. There should be a balance between central authorities and local/district-level education management in education management and decision-making.Research limitations/implicationsThe study adds to the existing literature relating to education management and informs education managers, teachers, school principals, and policy actors for research-based and informed decision-making.Originality/valueThis study was conducted in a developing country to understand the effects of decentralized education management. The authors declare the organicity of the data. The authors also declare that the paper has not been submitted to any other journal or in review elsewhere.