잠비아 청소년의 장기결석 관련요인 연구

Abstract

The purpose of this study was to review student and school-level variables related to long-term absenteeism about Zambia’s adolescents, focusing on the problem in terms of educational opportunities and the risk of school interruption in Africa, and to explore ways to prevent long-term absenteeism. To explore the relationship between student-level and school-level characteristics with Zambia adolescent’s long-term absenteeism experience, a two-level multilevel anaylsis was conducted with HLM 8.2, using data from 2,334 students in 130 schools of Zambia’s PISA-D sample.
 The main findings are, first, Zambia’s adolescents’ long-term absenteeism experience has statistically significant differences between schools. Second, among the characteristics of the school level on the long-term absenteeism experience of Zambia’s adolescents, the number of full-time teachers was found to have a positive effect on long-term absenteeism. Third, among the characteristics on the student level, it was found that the positive perception of school had a negative effect. Fourth, among the characteristics on the student level, school retention experience was found to have a positive effect, and lastly, among the characteristics on the student level, reading achievement was found to have a negative effect.
 When implementing policies to prevent long-term absenteeism in the future, it is necessary to consider the variables that were statistically significant in this study. Also, since the concepts related to long-term absenteeism have not been broadly and clearly agreed upon, it is necessary to meta-analyze domestic and international studies on similar concepts to derive consensus and allow more in-depth discussions. If the discussion is made based on clear concept, a more effective plan for the prevention and intervention strategy for long-term absentee adolescents may be suggested.