A questionnaire was used to investigate the management functions of secondary vocational teachers in Kansas in relation to functions performed, self-perceived competency, time commitment, and the need for more training in the selected management functions. Data were collected from 132 agriculture, business, distributive education, home economics, and trades and industry teachers. The educational level of the respondents was found to determine the number of the 43 management functions which they performed, as more of the functions were performed by teachers with a higher educational level. As the size of the school's enrollment increased, the self-perceived competence level increased. Educational level was also significant, with the self-perceived competence level of the management function increasing with more education. There were significant positive correlations between the self-perceived competence level of teachers' management functions and their need for additional training and also between time commitment and competence level. Implications from the research for preservice and inservice education were that inservice must be planned around different models taking into consideration such variables as number of teachers, teachers' time commitments, and size of schools, and inservice should be planned to build on teachers' strengths or to meet stated needs. (The questionnaire is appended.) (YLB)