Abstract
The success of a policy depends on whether policy tool is appropriately chosen and how they work well to effective policy implementation in complex policy environments. However, only a handful of empirical studies attempt to test the effects of policy tools. This study uses a hierarchical regression analysis with data from both administrative data and survey data gathered from 167 lower secondary school teachers in Korea to examine the effect of key policy tools. The results are as followings: for grant, subject classroom facility grant has statistically significant positive relationships with CE, whereas CE Model School grant does not; for regulation, textbook regulation has statistically significant positive relationships with CE, whereas fewer subjects per a semester regulation does not.
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