The purpose of this study was to explore factors influencing secondary schools’vitality using a hierarchical linear model. A total of 130 schools participating in the education administration guidance program of Seoul National University's Education administration training institute, a total of 4,421 teacher response questionnaires, were used in the analysis. The analysis was analyzed using SPSS 23.0 and JAMOVI 1.2.25 programs. As a result of the study, first, teacher gender, overall principal career, and school location were not correlated with school vitality, so a multi-level analysis was conducted. Second, as a result of multi-level analysis, it was found that the total teaching career, current school career, and final academic background set as teacher background variables had a significant effect on school vitality. Third, it was found that the current school position and the presence of a homeroom teacher, which were set as teacher process variables, had a significant effect on school vitality. Fourth, participation in creative management, set as a school-level process variable, did not have a significant effect on school vitality, but the type of participation in creative management school was found to have a significant effect. However, it was found that whether or not an innovative school was set as a school curriculum variable did not affect school vitality, and it is necessary to examine the relationship between innovative schools and school vitality in the future.