Journal of Korean Academy of Nursing · 2026
A structural equation model of respiratory infection prevention behaviors among elementary school teachers in South Korea: a cross-sectional study.
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Lee Yoon-Ji, Lee Jong-Eun
Аннотация
PURPOSE: This study aimed to develop and test a structural equation model of respiratory infection prevention behaviors among elementary school teachers based on the Information-Motivation-Behavioral Skills model.
METHODS: This study included 250 teachers who were currently working in elementary schools and had experience as homeroom teachers. Data were collected from December 18 to December 31, 2023 using self-reported questionnaires. The proposed model included school organizational culture as the exogenous variable and respiratory infection prevention knowledge, respiratory infection prevention attitude, social support, self-efficacy, and respiratory infection prevention behavior as endogenous variables. Data were analyzed using IBM SPSS for Windows ver. 24.0 and Smart PLS ver. 4.1.
RESULTS: Of the 19 hypothesized paths in the research model, five were statistically significant. School organizational culture had a significant direct effect on respiratory infection prevention knowledge (β=.20, p=.041), social support had a significant direct effect on self-efficacy (β=.33, p=.001), and self-efficacy had a significant direct effect on respiratory infection prevention behaviors (β=.22, p=.021). Respiratory infection prevention attitude (direct: β=.23, p=.029; total: β=.26, p=.008) and school organizational culture (direct: β=.22, p=.017; total: β=.30, p=.002) had significant direct and total effects on respiratory infection prevention behaviors.
CONCLUSION: To enhance respiratory infection prevention behaviors among elementary school teachers, interventions should focus on strengthening positive attitudes toward infection prevention and improving self-efficacy. Organizational-level strategies, including establishing supportive school organizational cultures, promoting peer support among teachers, and sharing infection prevention practices within schools, are also needed to facilitate and sustain preventive behaviors.
METHODS: This study included 250 teachers who were currently working in elementary schools and had experience as homeroom teachers. Data were collected from December 18 to December 31, 2023 using self-reported questionnaires. The proposed model included school organizational culture as the exogenous variable and respiratory infection prevention knowledge, respiratory infection prevention attitude, social support, self-efficacy, and respiratory infection prevention behavior as endogenous variables. Data were analyzed using IBM SPSS for Windows ver. 24.0 and Smart PLS ver. 4.1.
RESULTS: Of the 19 hypothesized paths in the research model, five were statistically significant. School organizational culture had a significant direct effect on respiratory infection prevention knowledge (β=.20, p=.041), social support had a significant direct effect on self-efficacy (β=.33, p=.001), and self-efficacy had a significant direct effect on respiratory infection prevention behaviors (β=.22, p=.021). Respiratory infection prevention attitude (direct: β=.23, p=.029; total: β=.26, p=.008) and school organizational culture (direct: β=.22, p=.017; total: β=.30, p=.002) had significant direct and total effects on respiratory infection prevention behaviors.
CONCLUSION: To enhance respiratory infection prevention behaviors among elementary school teachers, interventions should focus on strengthening positive attitudes toward infection prevention and improving self-efficacy. Organizational-level strategies, including establishing supportive school organizational cultures, promoting peer support among teachers, and sharing infection prevention practices within schools, are also needed to facilitate and sustain preventive behaviors.