ScholarWorks@숙명여자대학교

초록

To enhance the quality of childcare, which is a central goal of daycare centers, it is essential to understand how organizational culture is experienced and newly formed in response to societal changes. This study examined generational differences in organizational culture experiences among daycare staff, focusing on MZ generation childcare teachers, X generation childcare teachers, and X/baby boom generation directors within multi-generational workplaces. Individual interviews and journals were analyzed to explore these experiences. The main findings are as follows: First, generational differences influenced perceptions of professionalism, particularly regarding the use of teaching roles and digital devices, resulting in conflicts among teachers. Second, perceptions and experiences of organizational culture varied by position in addition to generational differences. Third, MZ generation teachers emphasized personal time more than X and baby boom generations, who tended to pursue collective organizational culture; however, this did not lead to disconnection but rather an effort to create alternative networks. Fourth, MZ generation teachers highlighted the need for opportunities for intergenerational learning and the development of a rational, democratic decision-making culture to support community formation within daycare centers. This study indicates that daycare centers should reconstruct organizational culture by considering generational characteristics and addressing conflict patterns arising from differing perceptions of organizational culture. The findings provide foundational data for strategies to bridge cultural differences and promote consensus-building among generations.

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