A Study of Protean Career Development Process for the Middle-Aged Women: with focused on Career Professional Instructors at Elementary or Secondary Schools

Abstract

Purpose: This study aims to explore the process of protean career development for the middle-aged woman, working as part-time career professional instructors at elementary or secondary schools. Method: A qualitative case study using the ground theory was adopted. The 11 middle aged women working as career professional instructors at schools by the commission of the I Office of Education were selected and in-depth interviews were conducted. The interview results were analysed according to the paradigm model of ground theory. Results: The focal phenomenon was the incessant and self-regulated activities for growth resulting the recognition and establishment of self-identity. A sense of crisis led to the development of job skills necessary for their jobs through various types of action/interaction strategies depending on their points of values. Supportive relationships contributed to overcome job conflicts from unstable job conditions. Conclusion: Institutional supports and policies must be considered to facilitate the development of protean careers for the middle-aged women career professional instructors.