earticle

영어

This study theoretically analyzes and verifies the educational effects and satisfaction of current Occupational Safety and Health (OSH) education in order to support efficient and effective learner-centered educational program management. The findings are intended to serve as foundational evidence for establishing an education system that enhances the professional competencies of OSH practitioners. Data were collected from 300 trainees of the OSH Education Institute, using their survey responses as analytical material. Based on prior studies on expectation–performance congruence, educational satisfaction, and behavioral intention, the study examined how the perceived value of educational outcomes (expectation–performance congruence) influences learners’ educational satisfaction and behavioral int` ention. A research model and hypotheses were developed from the collected data, and SPSS 18.0 was used to conduct frequency analysis, reliability analysis, exploratory factor analysis, and regression analysis to verify the hypotheses. The reliability results showed high internal consistency for expectation–performance congruence (α=0.804), education quality satisfaction (α=0.905), and behavioral intention (α=0.756), confirming the suitability of the measurement tools. However, the reliability coefficient for staff kindness/facility satisfaction was lower (α=0.498), suggesting divergent perceptions among respondents for those items. Regression analysis revealed statistically significant effects among expectation–performance congruence, educational satisfaction (education quality and staff kindness/ facilities), and behavioral intention. The results indicate that expectation–performance congruence influences behavioral intention directly and also indirectly through educational satisfaction, demonstrating a partial mediating effect of educational satisfaction. In other words, higher expectation–performance congruence increases educational satisfaction, which subsequently exerts a stronger indirect effect on behavioral intention such as willingness to re-participate or recommend the program. These findings suggest that identifying each learner’s expectation level and enhancing the perceived value of education are essential for improving educational satisfaction and achieving outcomes such as re-enrollment and positive recommendation.