The objective of this study is to examine the relationship between the professors’ pattern of instructional conduct perceived by the students majoring in dance and the students’ propensity to achieve goals as well as career decision self-efficacy, with the focus on the significance of the professors’ pattern of instructional conduct and the students’ interaction with it. Based on the results of the study, it is aimed at promoting students'' level of preparation for careers in the dance educational field and providing the useful depth information to improve their career decision self-efficacy.
For this objective, a survey was conducted to 350 students who major in dance at the universities in Seoul for about 3 months from March 20, 2019 to May 15, 2019. Collected data were analyzed by means of frequency analysis, exploratory factor analysis (EFA), reliability analysis, one-way ANOVA, correlation analysis and multiple regression analysis using the SPSS (18.0 version) program to satisfy the objective of the study. The statistical significance level of all analyses was set below p?.05, which led to the following results:

First, statistically significant differences were found in the pattern of social support as a sub-factor of the pattern of instructional conduct, as well as self-evaluation and problem-solving as sub-factors of career decision self-efficacy of students, depending on the demographic variables by school year. Significant differences were also revealed in the pattern of training and instruction as well as social support as sub-factors of the pattern of instructional conduct. Moreover, there were significant differences in propensity of ego as a sub-factor of propensity to achieve goals, and self-evaluation, job information gathering and problem solving abilities of students as sub-factors of career decision self-efficacy. By length of dancing career, differences were significant in self-evaluation and job information gathering abilities that are sub-factors of career decision self-efficacy, too.

Second, the sub-factors of professors’ pattern of instructional conduct perceived by college students who major in dance such as democratic behavior, training and instruction, as well as social support turned out to have positive (+) effects on the propensity of task and ego as sub-factors of the propensity to achieve goals. The positive compensation, however, showed negative (-) effects on the propensity of ego.

Third, it was found that the propensity of task and ego as a sub-factor of dance-majoring students’ propensity to achieve goals had a positive (+) impact on the job information gathering and problem solving abilities which are sub-factors of career decision self-efficacy.

Fourth, the sub-factors of leaders’ pattern of instructional conduct perceived by the dance-majoring college students such as the type of training and instruction, as well as that of social support were found to have positive (+) effects on self-evaluation and job information gathering which are sub-factors of career decision self-efficacy. Whereas, it was learned from the study that the pattern of democratic behavior exercised negative (-) effects on self-evaluation and job information gathering which are the sub-factors of career decision self-efficacy, and that the positive compensation affected the problem solving ability negatively.

In sum, it could be concluded that the professors’ pattern of instructional conduct perceived by dance majors is imperative in that it influences directly and indirectly not only achievement of students’ dormant goals but also their career decision self-efficacy. It was thus made clear that it is an antecedent variable which should be treated as essential in the dance education field in which physical movement plays an important role as a means of expression. Based on this conclusion, the present study is expected to provide students with useful information for enhancing their level of preparation for careers and improving their career decision self-efficacy.