本研究透過統整現今斜槓相關研究結果，呈現斜槓職涯與斜槓教師職涯的理論與重要概念。接著透過三位斜槓教師的敘說，以現象學的主題分析方法，了解斜槓的教職經歷、斜槓與教學，以及斜槓與自我。透過斜槓教師的觀點與歷程，了解斜槓教師如何作決定、如何看待多重身分、如何自我認同、如何看待公務人員兼職法，以及斜槓對於教學的影響。本研究更將結果透過「斜槓生涯發展模式圖」呈現，作為未來教師生涯發展的理解與詮釋，及對未來建議及後續研究的理論基礎。
研究發現，時代背景與科技發展讓教師的斜槓變得可能，教師能享受時間與空間上的彈性、成本低，並透過網路將影響力放大。教師的斜槓經歷解釋了投入斜槓的契機與動機。研究發現斜槓對教學的影響包含：有助於提升生涯滿意度、有助於專業發展、多重身分有助益也有衝突、時間管理是重要的，及社會認同的阻礙；而斜槓在教師自我方面，是一種遊戲身分的探索、是歷程、能提升教師的自我效能、有助於關聯感與自我一致性，有助自我價值感。
需要留意的是，本研究僅研究三位斜槓教師，無法代表所有的斜槓教師之立場，不包含所有年齡層之教師，亦無法類推至所有職業。本研究未訪談學生與家長，僅適用於理解教師的自我認知。訪談後續的追蹤與發展亦不包含在本研究當中。

This study presents the theory and important concepts of the slash career and the slash teacher career by synthesizing current research results in this field. Subsequently, through the narratives of three slash teachers and using a phenomenological thematic analysis approach, it seeks to understand their experiences in the slash profession, the relationship between slash careers and teaching, and the impact of slash careers on self-identity. Through the perspectives and experiences of slash teachers, the study aims to shed light on their decision-making processes, how they perceive multiple identities, how they form self-identities, how they view part-time government employee regulations, and the influence of slash careers on teaching. The study further presents its findings through a "Slash Career Development Model," which serves as a framework for understanding and interpreting future teacher career development and provides a theoretical basis for future recommendations and follow-up research.
The research findings indicate that the current era's background and technological developments have made slash careers possible for teachers. This allows them to enjoy flexibility in terms of time and space, reduces costs, and amplifies their influence through the use of the internet. The study's exploration of slash teacher experiences helps explain the motivations and opportunities for entering the slash career. It also highlights the impact of slash careers on teaching, including enhancing career satisfaction, contributing to professional development, managing multiple identities (both beneficial and conflicting), emphasizing the importance of time management, and addressing obstacles related to social identity. Regarding self-identity, slash careers represent an exploration of a playful role, a developmental journey, an enhancement of teacher self-efficacy, and an improvement in the sense of connection and self-consistency, ultimately contributing to self-worth.

It's important to note that this study only initerviewed three slash teachers and cannot represent the perspectives of all slash teachers. It also does not encompass teachers of all age groups and cannot be extrapolated to all professions. The study did not interview students and parents and thus, is limited to understanding teachers' self-perceptions. Additionally, the study does not include follow-up tracking and development beyond the interviews.

第一章 緒論 p5
第一節 研究背景與動機 p5
第二節 研究目的與問題 p7
第三節 名詞釋義 p8
第二章 文獻探討 p10
第一節 生涯發展趨勢 p10
第二節 斜槓教師相關研究的文獻計量分析 p23
第三節 教師生涯發展現況與斜槓教師 p41
第三章 研究設計與實施 p50
第一節 研究對象 p50
第二節 研究方法與流程 p51
第三節 研究工具 p53
第四節 資料蒐集與分析 p54
第五節 研究信實度 p56
第六節 研究倫理 p58
第四章 研究結果與討論 p60
第一節 斜槓生涯 p60
第二節 斜槓與教學 p72
第三節 斜槓與自我 p80
第四節 綜整研究：生涯發展模式圖 p114
第五章 結論與建議 p120
第一節 結論 p120
第二節 建議 p127

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