The purpose of this study is to compare the school life satisfaction of middle
school students in Gyeonggi-do with Innovative Schools, Innovative Sympathized
Schools, and general schools using data from 1-3, 4-5th year of Gyeonggi education
panel study. The analysis method is the binary fixed effect model.
The results of this study are as follows: Firstly, the students’ perceptions of
teacher's enthusiasm and adaptation to friends and teachers were the most influential
factors in school life satisfaction. Secondly, negative experiences such as
discrimination, corporal punishment, and regulation affect general school students'
school life satisfaction. Thirdly, In the innovation school, the increase in teaching
satisfaction in the second year was higher than that in the first year, but the general
school did not. Forthly, the factors influencing school life satisfaction in innovative
sympathy schools were more influenced by the characteristics of the curriculum,
teaching methods, corporal punishment, and regulation.
Suggestions based on this are as follows. First, regardless of school characteristics,
there is a need for continued interest in factors that positively affect students' school
life satisfaction. Second, it is necessary to support the higher education institutions in
order to maintain the effectiveness of the innovation school policy.