The purpose of this study was to explain career education and guidance teachers'' occupational identity development process. The research questions are: 1)What is career education and guidance teachers'' occpational identity development process?; 2)What are the factors related to career education and guidance teachers'' occpational identity development process. To answer these questions, in-depth interviews were conducted with 7 career education and guidance teachers who have various experience and background. The collected data were analyzed and interpreted according to the data analysis procedures of the ground theory method presented by Strauss and Corbin. The whole process of the study involved the attempt to secure the honesty and ethics of the research by reviewing of participants, triangulated verification, and the introspection of the researchers.
The results are as follows: Through open coding analysis, 112 concepts, 47 subcategories, and 18 categories were derived. As a result of the category analysis through axial coding, the central phenomenon appeared as ‘conflict and confusion’; The causal conditions appeard as ‘feeling the limit of general subject class’, ‘personal experience related to career’, ‘withering from aging’, ‘exploring career as teachers’, and ‘expectation on school career education’; The contextual conditions appeared as ‘wide range of jobs’, ‘concerns about career education policy’; The intervening conditions appeared as ‘change in the relationships teachers and students’, ‘recognizing of the importance of career education class’, ‘restrictive factors of jobs’; The action/interaction appeared as ‘recognizing shortage and trying’, ‘expanding area of interest’, ‘striving to improve class and job environment’, ‘co-working with school members’and ‘working with reward and pride’. The consequences appeared as ‘experiencing growth as a teacher’, ‘different thoughts and left tasks’.
As a result of the process analysis through axial coding, the career education and guidance teachers'' occupational identity development process 4 stages, ‘motivation and challenge stage’, ‘conflict stage’, ‘exploring and effort stage’ and ‘individualization and stabilization stage’were derived. In the motivation and challenge stage, participants work hard with passion to establish the basis for school career education and achieve their desire in the school. In the conflict stage, participants experienced trial and error or had conflicts with other staff who lacked in understanding of career education, carrying out their hard work with not being respected of their work. In the exploring and effort stage, participants seek ways to solve problems in order to overcome conflict situations. In the individualization and stabilization stage, participants develop their occupational identity and find out their roles as career education and guidance teachers.
Through selective coding, the core category of the study appeared as ‘resetting as teacher overcoming conflict and confusion’. And, in order to synthesize concepts based on this core category, this study conducted the unfolding of the storyline. Furthermore, this study conducted the three type of career education and guidance teachers'' occupational identity. As a result, ‘value-pursuing type’, ‘relationship-oriented type’, and ‘self-development type’ were derived. In addition, situational model summarizing and integrating these results was presented in individual dimension, school dimension, and political dimension.
In addition, in this study, the factors affecting development of occupation identity were derived from career education and guidance teachers: 1)career and vocational subject classes; 2)career experience activities and career admission counseling; 3)relationships with students; and 4)the perspective of others.


Key words: career education and guidance teacher, occupational identity development process, career education policy, grounded theory