A Case Study on the Organizational Culture of a Waldorf Day Care Center

• Main Authors: Pei-Ju Cho, 卓佩茹
• Other Authors: Yinghui Hsieh
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/55110966746752807471

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 99 === Abstract The purpose of this study was to understand the organizational culture of a Waldorf day care center. Employing the qualitative research approach, research data were collected through observation, interview, and document analysis. This study attempted to explore the characteristics of organizational culture of Sunny Day Care Center and the factors affecting its organizational culture. The characteristics were analyzed through the three-level framework of culture proposed by Schein（1984）, and the factors affecting organizational culture were analyzed based on the dimensions of organizational culture of schools introduced by Kui-Xi Chen（1995）. The main findings were as follows: 1. The characteristics of Sunny Day Care Center’s organizational culture In the artifacts level, Sunny Day Care Center’s efforts in decoration of the environment and establishment of good models and routines explained its dedication to the protection of children's sensory development. In the level of espoused values, Sunny Day Care Center stressed the importance of creating a love-filled environment, an environment that allowed all members to execute their volitions. Finally, in the level of basic underlying assumptions, Sunny Day Care Center prioritized child development among all consideration of any activity. 2. The factors affecting Sunny Day Care Center’s organizational culture In physical culture, Sunny Day Care Center designed curricula with a focus on sensory development in children, as stressed in Waldorf education. In systematic culture, influenced by Steiner’s stress on volitional development in children, the day care center attached importance to regularity in all children’s activities. In administrative culture, the day care center’s administrative operations were influenced by the founder’s firm belief in Waldorf education and its effectiveness in facilitating self-growth. In teachers’ culture, all the teachers recognized the effects of Waldorf education and thus developed common teaching beliefs.