本研究的目的在於瞭解國中教師生涯轉變的現象、影響其生涯轉變的原因及其轉變過程。本研究採用質的研究法中深度訪談法來蒐集資料，訪談十八位具生涯轉變經驗的國中教師，訪談所得資料以開放編碼的方式資料分析，研究的主要結果如下：
一、教師離開舊職位的原因為：「工作角色功能難以發揮」、「教學環境欠佳」、「缺乏成長和挑戰的機會」、「對教職的負向評斷和情感」、「周遭人事的啟發」、「成就動機」、「學校減班」、「經濟需求」、及「順應自我的表達」。
二、影響教師新生涯選擇的因素有：「學生」、「家庭與婚姻責任」、「個人的工作價值觀」、「專長與能力」、「未來出路」、「主管的提拔」、「機會」、「支持系統」、「分開甄試的制度」、「學歷的提昇」。
三、本研究發現教師在進行生涯轉變時，整個決定轉變的過程可分為幾個階段：(一)轉變生涯想法的萌生、(二)嘗試與摸索、(三)自我評估、(四)確定轉變方向、(五)付諸行動、(六)轉任新角色和新職務、(七)學習與適應、(八)留任或離職。
四、歸納受訪者的談話發現，「社會環境的改變」，如經濟景氣變佳、公立國中減班或是教育政策的改變，普設高中，或者「教師能力提昇時」均為教師轉變生涯的有利的時機。另外從本研究也發現，「任教的前五年」或「年紀越輕」的教師較容易離開教育界或離開公立國中到其他層級的學校服務。年紀越大或教學年資在十年以上的教師則傾向於在公立國中進行生涯轉變或昇遷。
五、由本研究中得知，教師進行生涯轉變是在考慮其所處階段的發展任務及本身需求是否能相配合的狀況而決定。
六、研究者發展出來的受訪者生涯轉變的過程脈絡與Tiedeman及O'Hara的決定過程模式有相似之處，雖然相較之後發現，Tiedeman及O'Hara的模式較少探討生涯轉變者動機的部份，但本研究仍可說是為Tiedeman及O'Hara的決定過程模式提供了實證的註解。
最後本研究針對上述研究結果加以討論，並根據研究結果提出建議以供師資培育單位、學校行政單位、從事生涯諮商工作者及未來研究之參考。

The purpose of of this study is to understand the phenomenon of career change among junior high school teachers, the factors that prompted their change, and the process of change.
This study adopts a qualitative approach, and the method is in-depth interview. Eighteen junior high school teachers who changed careers were interviewed. Data thus gathered were analyzed using the open-coding method.
The major findings are as follows:
1.The reasons for the teachers quiting previous jobs are the limited function the job role, poor teaching environment, lack of growth and challenge, negative perception and feelings about teaching, influence of associates, achievement motivation, shrinking of school size, financial needs and the desire to express oneself.
2.The factors that influenced choices of their new jobs are students, family and marriage responsibilities, work values, expertise and ability, perceived available opportunities, chances of promotion, job opening, support systems, open screening and advanced study.
3.The decision-making process of teachers' career change is divided into eight stages: (1)thoughts of career change (2) exploration and trial (3)self-evaluation (4)confirmation of direction (5)action (6)taking on a new job or transferring within the educational organization (7)learning and adaptation (8)staying or leaving.
4.The results suggest that change in social environment such as business boom, educational policy, and the timing of the teachers receiving that higher degrees are the favorable moments of career change. Younger teacher are more likely to quit teaching or transfer to other levels. Teachers who are older or have taught more than ten years tend to change within the same levels.
5.Whether the junior high school teachers changed career depended on their personal needs and development tasks.
6.There are some similarities between the model developed by the author and that of decision-making by Tiedeman and O'Hara. Tiedeman and O'Hara's model lacks investigation of decision-makers' motivations, the model of the paper conforms to the part of Tiedeman and O'Hara's but adds the motivational aspect.
Based of the above findings, discussions and suggestions for practical application and the future researcher are presented.