This study aims to derive teacher profiles based on the practical relevance of teacher training programs and to explore the relationship between these profiles, teacher characteristics, and teacher efficacy. Using data from 2,418 teachers in the first year of the Seoul Teacher Longitudinal Study, a three-step Latent Profile Analysis (LPA) was conducted. The main findings are as follows: First, based on the areas of teaching-learning, student life guidance, career and college counseling, administrative tasks, and classroom management, the practical relevance profiles of teacher training program were divided into four types: 'Lowest Group' (20.0%), 'Highest Group' (8.5%), 'Above Average Group' (29.5%), and 'Below Average Group' (42.0%) . Second, the impact of teacher characteristics on the classification of practical relevance profiles revealed that elementary teachers, female teachers, those with extensive teaching experience, high intrinsic teaching motivation, high job satisfaction, and low burnout are more likely to belong to groups perceiving high practical relevance. Third, groups that perceived higher practical relevance in teacher training showed higher efficacy in teaching strategies, student life guidance, and motivation enhancement, confirming the critical role of field relevance in teacher training programs in fostering teacher efficacy. Based on these findings, the study discusses implications for improving teacher training programs and developing teacher policies and training programs to enhance teacher efficacy.