이 연구는 전문교과 교사의 전문성의 수준을 구명하고 일 가치감, 귀인성향, 학교 조직풍토와 전문성의 관계를 구명하고자 하였다. 이를 위해 전문교과 교사의 전문성을 측정하기 위한 질문지를 개발하였으며, 기존의 일 가치감, 귀인성향, 학교조직풍토 질문지를 보완하여 활용하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 전문계 고등학교 전문교과 교사의 전문성 인식 수준은 보통 이상이었다. 전문교과 교사는 수업활동 영역과 생활지도 및 학급경영 영역에 대한 전문성이 높았고, 현장실습 지원 및 지역사회와의 연계 영역의 전문성이 낮았다. 성별, 교직경력, 학력, 연수참여 횟수, 직위, 학교의 위치, 계열, 설립유형, 학교규모, 입학성적 등은 전문교과 교사의 전문성에 영향을 미쳤다. 둘째, 전문계 고등학교 전문교과 교사의 학교 조직풍토에 대한 인식에서, 교사의 행동은 헌신적 행동, 친교적 행동, 방관적 행동 순으로 나타났으며, 교장의 행동은 목표지향적 행동, 관료지향적 행동, 인간지향적 행동 순으로 나타났다. 셋째, 전문교과 교사의 전문성에 영향을 미치는 독립변인들은 교사의 헌신적 행동, 일 가치감, 연수참여 횟수, 교직경력, 최종학력이었으며, 설명력은 35.8%였다. 특히, 교사 자신의 헌신적 행동과 일 가치감이 전문성에 중요한 요인이었다.

The purpose of this study was to measure the level of vocational teachers' expertise in vocational high schools, and to determine the relationship between this expertise and perceived value of work, locus of control, school organizational climates of vocational teachers in vocational high schools. To achieve the purpose, a survey questionnaire was developed by a researcher, which measured vocational teachers' expertise and other was improved from a previously used questionnaire of perceived value of work, locus of control, school organizational climates. The major findings of this study were as follows: First, vocational teachers' expertise in high schools was higher than average, their level of teaching and student guidance abilities was high, but their field practice support and the networks with communities were low. Teachers' sex, career, school career, study and training participation, position, the location of school, the type of vocational high school, the type of establishment, school scale, the entrance score of students was found to impact on the expertise of the teachers. Second, in the light of organizational climates on teachers' behavior, the frequency of devoting activities was higher and that of on-looking activities was lower than average. In the light of organizational climates on the principal's behavior, the frequency of goal oriented activities was higher than average and that of human oriented activities was lower. Third, there were teachers' devoting activities, perceived value of work, study and training participation, teachers' career, school career as variables which influenced vocational teachers' expertise, and the explanation of the variables was 35.8%. Teachers' devotion and their perceived value of work were especially critical factors to their expertise.

The purpose of this study was to measure the level of vocational teachers' expertise in vocational high schools, and to determine the relationship between this expertise and perceived value of work, locus of control, school organizational climates of vocational teachers in vocational high schools. To achieve the purpose, a survey questionnaire was developed by a researcher, which measured vocational teachers' expertise and other was improved from a previously used questionnaire of perceived value of work, locus of control, school organizational climates. The major findings of this study were as follows: First, vocational teachers' expertise in high schools was higher than average, their level of teaching and student guidance abilities was high, but their field practice support and the networks with communities were low. Teachers' sex, career, school career, study and training participation, position, the location of school, the type of vocational high school, the type of establishment, school scale, the entrance score of students was found to impact on the expertise of the teachers. Second, in the light of organizational climates on teachers' behavior, the frequency of devoting activities was higher and that of on-looking activities was lower than average. In the light of organizational climates on the principal's behavior, the frequency of goal oriented activities was higher than average and that of human oriented activities was lower. Third, there were teachers' devoting activities, perceived value of work, study and training participation, teachers' career, school career as variables which influenced vocational teachers' expertise, and the explanation of the variables was 35.8%. Teachers' devotion and their perceived value of work were especially critical factors to their expertise.

vocational high school, vocational teacher, perceived value of work, locus of control, school organizational climates, expertise