{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T05:03:01Z","timestamp":1780030981211,"version":"3.53.1"},"reference-count":73,"publisher":"Korean Society of Nursing Science","issue":"2","license":[{"start":{"date-parts":[[2026,5,21]],"date-time":"2026-05-21T00:00:00Z","timestamp":1779321600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/3.0\/"}],"content-domain":{"domain":["jkan.or.kr"],"crossmark-restriction":true},"short-container-title":["J Korean Acad Nurs"],"published-print":{"date-parts":[[2026,5,31]]},"abstract":"<jats:p>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\u2013Motivation\u2013Behavioral 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 (\u03b2=.20, p=.041), social support had a significant direct effect on self-efficacy (\u03b2=.33, p=.001), and self-efficacy had a significant direct effect on respiratory infection prevention behaviors (\u03b2=.22, p=.021). Respiratory infection prevention attitude (direct: \u03b2=.23, p=.029; total: \u03b2=.26, p=.008) and school organizational culture (direct: \u03b2=.22, p=.017; total: \u03b2=.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.<\/jats:p>","DOI":"10.4040\/jkan.26010","type":"journal-article","created":{"date-parts":[[2026,5,21]],"date-time":"2026-05-21T01:39:09Z","timestamp":1779327549000},"page":"262-275","update-policy":"https:\/\/doi.org\/10.4040\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["A structural equation model of respiratory infection prevention behaviors among elementary school teachers in South Korea: a cross-sectional 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