Abstract
Objectives This study was carried out with the purpose of in-depth exploration of the job performance process of a high school career guidance career teacher who was performing the job of a career guidance teacher in middle school for the first time.
 Methods Data were collected, interpreted, and analyzed through the narrative inquiry method. Beginning middle school career teachers who have been in charge of high school career guidance for more than 10 years were selected and went through in-depth interviews, participatory observation, and local data collection for about a year. We analyzed how to solve it.
 Results Participants in the study experienced confusion in identity by performing numerous career experience- oriented jobs in an unfamiliar and lonely environment without background knowledge of middle school career education. In the process, he continued to work with teachers to carry out professional career counseling, understanding the characteristics of middle schools that mixed the needs for experience-oriented career education and career design, and setting up a middle school career education plan in a larger framework.
 Conclusions Based on these research results, it suggested training middle and high school career teachers, dualization of incumbent training courses, job demands of career teachers and policy support suitable for school sites, and education on school career curriculum design competency.
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