The Reform of Elementary Schools’ Organizational Culture: A Case Study of an Elementary School’s Curriculum Reform

• Main Authors: liu shu chin, 劉淑津
• Other Authors: 歐用生
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/91505974907789041884

碩士 === 國立台北師範學院 === 國民教育研究所 === 90 === The ultimate goal of this qualitative study is to examine the influence of the nine-year integrated curriculum reform on elementary schools’ organizational culture. The target subject was Yu Hua Elementary School in Taipei County. Several research methods were adopted in this study: observations, interviews and document analysis. All the collected data were analyzed according to Schein’s definition of organizational culture (concerning artifacts, espoused values, and basic assumptions). The findings of the present study are as follows: (1) The school exhibits the typical culture of a large old school and it also has its own unique culture. (2) The school has administrative coherence. Teachers are very supportive and devote to teaching. (3) The implementation of the new curriculum is not well-organized. It is still in the process of doing by trials and errors. The curriculum reform has been found rather superficial. (4) The implementation of the new curriculum features the school-community culture. The reform is carried out with traditional cooperation of teachers, students and parents. (5) The school does not achieve the goals (such as easing restrictions and empowering teachers) stated in the new curriculum. (6) The school has not implemented the new curriculum thoroughly because it shows some hidden resistance. This may not have immediate impact on the culture, but it may cause problems in the future. (7) The implementation is not school-centered, nor is it integrated, not to mention its coordination and cooperation. Without a complete restructuring, it is highly unlikely that the curriculum reform will be successful. (8) The influential factors of the organizational culture reform can be categorized into unique culture, external policies, curriculum orientation, leaders, teachers and market orientation. (9) The leaders’ partial agreement upon the new curriculum results in their passive implementation. (10) Though teachers are busy with their lesson plans and thematic activity design, they fail to fully understand the essence of the new curriculum and their roles, and they don’t have enough professional knowledge, either. (11) The organizational culture cannot be reformed without the curriculum being reformed first. Because the leaders and teachers are still restricted to the old culture, the curriculum reform is in its hostile process.