학교 자율화와 교육 불평등 관계에서 교사 질적 요인의 효과

초록

Giving more autonomy to schools has become a common policy in many countries. However, there has been growing concern about its unintended consequence of undermining equality in education. This study aimed to examine whether teacher quality can mitigate the effects of school autonomy on educational inequality. Data for the study were taken from the OECD’s Programme for International Student Assessment(PISA), and 53-country panel data for the period 2006 to 2015 were constructed. A fixed-effect model was used to capture any unobservable characteristics that vary across countries but not over time, or that vary over time but are common across countries. The main findings of this study demonstrate that the effect of school autonomy on educational inequality varies according to the teacher quality. More specifically, in countries with higher teacher quality, the impact of school autonomy in deepening educational inequality is weakened. This study indicates the need for highly qualified teachers to accompany greater school autonomy.

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