The purpose of this study was to determine the relationship among teaching concerns, self-efficacy, and personal characteristics of agricultural high school teachers. The population in this study was all teachers in 28 pure agricultural high schools. With the cluster sampling method, 423 teachers of ten agricultural high schools were sampled for the study. A survey instrument was a questionnaire developed by researcher, which was based on Teacher Concerns Checklist(Buhendwa, 1996) and Teacher Efficacy Scale(Tschannen-Morran & Hoy, 2001) . The data was analyzed through Windows SPSS 10.0 and used descriptive statistics, t-test, and one-way ANOVA. The major findings of this study were as follows. First, agricultural high school teachers had higher impact-concerns and task-concerns than self-concerns. The teaching concerns of teachers were different according to personal characteristics. Self-concerns of female teachers were higher than those of male teachers. The lower education level teacher had, the higher self-concerns they had. Vocational teachers had more impact-concerns than academic teachers. According to teaching experience, teachers in 1 year group had strong self-concerns, and teachers in 2-3 years group had strong task-concerns particularly. Impact-concerns were not different between groups. Second, self-efficacy of teachers was a little high, in which efficacy in classroom management was the highest, and efficacy in student engagement was the lowest. According to teacher s personal characteristic, teacher, who was male, took charge of vacational subject, and was educated more than the master s course, had high self-efficacy. The more teaching experience teacher had, the higher self-efficacy was. Third, teachers who had low self-concerns and high impact-concerns had high self-efficacy. Relation between self-concerns and self-efficacy were negative but impact-concerns was related positively with self-efficacy.
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구의 방법
Ⅳ. 연구의 결과
Ⅴ. 결론 및 제언