A Case Study Of Searching For The Basic Assumptions At An Elementary School

• Main Authors: CHEN, YU-HAN, 陳禹涵
• Other Authors: LIN, MEI-CHIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/69vsa2

碩士 === 輔仁大學 === 教育領導與發展研究所碩士班 === 106 === This study employs a case study approach to explore the cultural development process of a public elementary school and the effect of fundamental assumptions on it. Moreover, this study specifically adopts qualitative methods such as literature review, semi-structured interviews, and document collection to understand and analyze the artifacts, behavioral norms, and espoused values of the school. Through the process of cross comparison among them, the study intends to find the basic underlying assumptions of the school so as to find out the effect of the basic underlying assumptions on it. There are 11 participants were interviewed, including former and current principals, teachers with a gap in the length of years of service, administrators, and parents. The interview data are translated into verbatim manuscripts, supported by 36 documents, and cross-checked using triangulation to obtain relevant conclusions. According to the research results, the artifacts, espoused values, and behavioral norms of the school corresponds to each other, and they have high behavioral consistency and common espoused values. Therefore, it can be inferred that the school has a stronger culture, and this shapes the basic underlying assumptions of the school. The assumptions of openness and willingness to change lead parents, teachers, and students to be open-minded and have better adaptability through the construction of a school without walls and a classroom without the four walls. They are willing to improve the curriculum and teaching methods continuously. Considering students’ learning as the key is also the only focus of dialog among school members, rendering the development of students’ uniqueness so that common understanding can be easily developed. Moreover, by emphasizing teamwork and attaching importance to and developing students’ autonomy, a close relationship between teachers and students, mutual partnership, and the pursuit of common good have been developed. Finally, it is suggested that the principal of the school should adhere to the principle of running a school, seek needed resources, keep pace with the trends, and implement decision-making through common dialog and discussion. For senior teachers, it is suggested that they serve as mentor teachers, sharing their experiences and leading new members to cooperate. New teachers must put aside their traditional work-methods, observe and listen, dare to put forward ideas, adapt to school culture, and generate a sense of identity.