영유아교육기관 원장의 안전리더십이 교사의 안전사고 대처역량에 미치는 영향: 조직안전문화의 매개효과를 중심으로

초록

This study aimed to empirically identify organizational factors needed to prevent frequent safety incidents and enhance teachers’ safety-incident response competency in early childhood education settings. Specifically, it examined the effect of directors’ safety leadership on teachers’ safety-incident response competency and tested the mediating role of organizational safety culture. Participants were 471 teachers from kindergartens and childcare centers located in Seoul and Seongnam, Gyeonggi Province, Republic of Korea. Using a time-lagged design, directors’ safety leadership and organizational safety culture were measured at Time 1 (T1), and teachers’ safety-incident response competency was measured at Time 2 (T2), yielding 271 matched cases for analysis. Results indicated that safety leadership significantly predicted teachers’ response competency in a simple regression model (B = .293, p < .001). In the mediation model, safety leadership had a significant positive effect on organizational safety culture (B = .770, p < .001), and organizational safety culture significantly predicted response competency (B = .355, p < .001). Bootstrapping analysis using PROCESS Macro (Model 4) showed a significant indirect effect of safety leadership on response competency through organizational safety culture (ab = .246, 95% CI [.107, .389]). The direct effect of safety leadership became non-significant when organizational safety culture was included (95% CI [−.107, .199]), supporting full mediation. These findings suggest that, in early childhood education settings, the impact of directors’ safety leadership is translated into teachers’ response competency primarily through the development of organizational safety culture, providing evidence for strengthening institution-level safety management systems and safety culture–building strategies.

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