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.

Abstract
1. 서 론
2. 이론적 배경
    2.1 산업안전보건교육 환경 분석
    2.2 교육성과 기대일치 (Expectation–Performance Congruence)
    2.3 교육만족도(Education Statisfaction)
    2.4 행동의도(Behavioral Intention)
3. 연구모형 및 연구가설
    3.1 연구모형
    3.2 연구가설
4. 연구방법
    4.1 연구자료 및 조사대상
    4.2 변수의 조작적 정의 및 측정도구
    4.3 분석 절차 및 통계방법
5. 연구결과
    5.1 기초통계분석
    5.2 신뢰성 및 타당성 분석
    5.3 상관관계 분석
    5.4 가설검증
    5.5 연구결과 종합 해석
6. 결론 및 제언
    6.1 연구결과 요약
    6.2 연구의 의의와 시사점
    6.3 연구의 한계 및 향후 연구방향
7. References
저자 소개

• 우용하(울산대학교 대학원 산업경영공학과) | Yong Ha Woo (Department of Industrial Engineering, Graduate School, University of Ulsan)
• 박창권(울산대학교 대학원 산업경영공학과) | Chang-Kwon Park (Department of Industrial Engineering, Graduate School, University of Ulsan)
• 장길상(울산대학교 경영경제융합학부) | Gil Sang Jang (School of Business Administration and Economics, University of Ulsan) Corresponding author