학생의 경제이해력에 영향을 미치는 학교와 교사요인에 대한 다층모형 분석: 초·중·고등학교의 비교

This study analyzed the size of school effects on students' economic literacy and their influencing factors by comparing them across different school levels. To achieve this, data from the 2020 survey on students' economic literacy and the 2020 survey on the status of economic education in schools were merged and analyzed applying a multilevel model. The economic literacy scores of Korean students were highest in elementary schools, with an average of 58.1 out of 100, followed by middle schools with 49.8 and high schools with 51.7. There were significant differences in students' economic literacy based on school and teacher characteristics. In details, in elementary schools, 8.8% of the variation in students' economic literacy among students was attributed to differences between schools or teachers, while in middle schools, it was 14.9%, and in high schools, it was 28.9%. The factors explaining these school effects on students' economic literacy varied significantly across different school levels. In elementary schools, factors such as teachers' years of experience, difficulties experienced by teachers in teaching economics, and the implementation of communitylinked economic education programs were significant. In middle schools, students' class participation was a significant influencing factor. In high schools, factors such as school type and the existence of economics courses, teachers' economic competence and preparedness for classes, teachers' evaluations of the usefulness of school economic education, and students' class participation were important factors. Based on these findings, this study suggests implications for developing differentiated strategies and support systems for economic education in schools at different levels.