Hoy, W. K., and Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Thousand Oaks, CA: Corwin Press.
- Organizational Health Index-Elementary Schools
- Organizational Health Index-Middle Schools
- Organizational Health Index-Secondary Schools
Comments: The 43-item OHI-E, the 45-item OHI-M, and the 44-item OHI-S assess the wellness or health of the school climate. Definitions for each aspect of school climate are included. Computer Scoring Programs are available through Arlington Writers Ltd.
Scale Construction: Several pilot studies were conducted in order to further examine the stability of the factor structures and the reliability of the subscales as well as to increase the sample of schools. Detailed information is provided.
Sample: The sample for the revised OHI-E consisted of 78 elementary schools in New Jersey. The sample for the revised OHI-M consisted of 86 middle schools in New Jersey. The sample for the revised OHI-S consisted of 78 secondary schools in New Jersey. Over 1,130 secondary teachers from 17 out of 21 counties in New Jersey participated.
Reliability: The alpha coefficients for the OHI-E were: 0.94 for teacher affiliation, 0.95 for collegial leadership, 0.89 for resource influence, 0.90 for institutional integrity, and 0.87 for academic emphasis. The alpha coefficients for the OHI-M were: 0.94 for teacher affiliation, 0.94 for collegial leadership, 0.96 for resource support, 0.93 for institutional integrity, 0.94 for academic emphasis, and 0.94 for principal influence. The alpha coefficients for the OHI-S were:
- for resource support, 91 for institutional integrity, 0.93 for academic emphasis, 0.87 for principal influence,
- for consideration, 89 for initiating structure, and 0.92 for morale.
Validity: Content validity was established by the procedures used to develop the survey. Factor analytic procedures were conducted to establish construct validity.
Factor Analysis: Five factors were identified for the OHI-E using a principal components factor analysis with a varimax rotation. The following five factors accounted for approximately 66 percent of the variance: teacher affiliation (nine items), collegial leadership (10 items), resource influence (seven items), institutional integrity (six items), and aca- demic emphasis (five items). Six factors were identified for the OHI-M using a principal components factor analysis with a varimax rotation. The following six factors accounted for approximately 77 percent of the variance: teacher affiliation (eight items), collegial leadership (nine items), resource support (six items), institutional integrity (seven items), academic emphasis (nine items), and principal influence (six items). Seven factors were identified for the OHI- S using a principal components factor analysis with a varimax rotation. The following seven factors accounted for approximately 74 percent of the variance: resource support (five items), institutional integrity (seven items), academic emphasis (eight items), principal influence (five items), morale (nine items), consideration (five items), and initiating structure (five items).
Data Analysis: School means were computed for each item of the OHI-E, OHI-M, and OHI-S. Second-order factor analyses were conducted resulting in a one-factor solution, which was labeled General School Health. Detailed descriptions are presented.
References
Barnes, K. M. (1994). The organizational health of middle schools, trust, and decision participation. EdD dissertation, Rutgers University.
Feldman, J. (1985). The School Health Index: The development and test of an instrument using a Parsonian and Etzonian perspective. EdD dissertation, Rutgers University.
Greaves, C. L. (2004). Organizational climate and elementary student achievement in a small, rural Delaware school district. EdD dissertation, Wilmington College.
Hoy, W. K., and Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly 33:290–311.
Madison, L. A. (2002). The effect of supervisor level of authority and leadership style on elementary school climate and teacher job satisfaction. EdD dissertation, Rutgers State University of New Jersey-New Brunswick.
Podgurski, T. (1990). School effectiveness as it relates to group consensus and organizational health of middle schools. EdD dissertation, Rutgers University.
Thomasson, V. L. (2006). A study of the relationship between school climate and student performance on the Virginia Standards of Learning tests in elementary schools. PhD dissertation, Virginia Commonwealth University.
OHI-E
1. The principal explores all sides of topics and admits that other opinions exist.
2. The principal gets what he or she asks for from superiors.
3. The principal discusses classroom issues with teachers.
4. The principal accepts questions without appearing to snub or quash the teacher.
5. Extra materials are available if requested.
6. Students neglect to complete homework.
7. Students are cooperative during classroom instruction.
8. The school is vulnerable to outside pressures.
9. The principal is able to influence the actions of his or her superiors.
10. The principal treats all faculty members as his or her equal.
11. The principal goes out of his or her way to show appreciation to teachers.
12. Teachers are provided with adequate materials for their classrooms.
13. Teachers in this school like each other.
14. Community demands are accepted even when they are not consistent with the educational program.
15. The principal lets faculty know what is expected of them.
16. Teachers receive necessary classroom supplies.
17. The principal conducts meaningful evaluations.
18. Students respect others who get good grades.
19. Teachers feel pressure from the community.
20. The principal’s recommendations are given serious consideration by his or her superiors.
21. The principal maintains definite standards of performance.
22. Supplementary materials are available for classroom use.
23. Teachers exhibit friendliness to each other.
24. Students seek extra work so they can get good grades.
25. Select citizen groups are influential with the board.
26. The principal looks out for the personal welfare of faculty members.
27. Teachers express pride in their school.
28. Teachers identify with the school.
29. The school is open to the whims of the public.
30. A few vocal parents can change school policy.
31. Students try hard to improve on previous work.
32. Teachers accomplish their jobs with enthusiasm.
33. The learning environment is orderly and serious.
34. The principal is friendly and approachable.
35. There is a feeling of trust and confidence among the staff.
36. Teachers show commitment to their students.
37. Teachers are indifferent to each other.
OHI-M
1. The principal explores all sides of topics and admits that other options exist.
2. Students make provisions to acquire extra help from teachers.
3. The principal gets what he or she asks for from superiors.
4. The principal discusses classroom issues with teachers.
5. The principal accepts questions without appearing to snub or quash the teacher.
6. Extra materials are available if requested.
7. Students neglect to complete homework.
8. The school is vulnerable to outside pressures.
9. The principal is able to influence the actions of his or her superiors.
10. The principal treats all faculty members as his or her equal.
11. Teachers are provided with adequate materials for their classrooms.
12. Teachers in this school like each other.
13. Community demands are accepted even when they are not consistent with the educational program.
14. The principal lets faculty know what is expected of them.
15. Teachers receive necessary classroom supplies.
16. Students respect others who get good grades.
17. Good grades are important to the students of this school.
18. Teachers feel pressure from the community.
19. The principal’s recommendations are given serious consideration by his or her superiors.
20. Supplementary materials are available for classroom use.
21. Teachers exhibit friendliness to each other.
22. Students seek extra work so they can get good grades.
23. Select citizen groups are influential with the board.
24. The principal looks out for the personal welfare of faculty members.
25. The school is open to the whims of the public.
26. A few vocal parents can change school policy.
27. Students try hard to improve on previous work.
28. Teachers accomplish their jobs with enthusiasm.
29. The learning environment is orderly and serious.
30. The principal is friendly and approachable.
31. Teachers show commitment to their students.
32. Teachers are indifferent to each other.
33. Teachers are protected from unreasonable community and parental demands.
34. The principal is able to work well with the superintendent.
35. The principal is willing to make changes.
36. Teachers have access to needed instructional material.
37. Teachers in this school are cool and aloof to each other.
38. Teachers in this school believe that their students have the ability to achieve academically.
39. The principal is understanding when personal concerns cause teachers to arrive late or leave early.
40. Our school gets its fair share of resources from the district.
41. The principal is rebuffed by the superintendent.
42. Teachers volunteer to help each other.
43. The principal is effective in securing the superintendent’s approval for new programs or activities.
44. Academically oriented students in this school are ridiculed by their peers.
45. Teachers do favors for each other.
OHI-S
1. Teachers are protected from unreasonable community and parental demands.
2. The principal gets what he or she asks for from superiors.
3. The principal is friendly and approachable.
4. The principal asks that faculty members follow standard rules and regulations.
5. Extra materials are available if requested.
6. Teachers do favors for each other.
7. Students in this school can achieve the goals that have been set for them.
8. The school is vulnerable to outside pressures.
9. The principal is able to influence the actions of his or her superiors.
10. The principal treats all faculty members as his or her equal.
11. The principal makes his or her attitudes clear to the school.
12. Teachers are provided with adequate materials for their classrooms.
13. Teachers in this school like each other.
14. The school sets high standards for academic performance.
15. Community demands are accepted even when they are not consistent with the educational program.
16. The principal is able to work well with the superintendent.
17. The principal puts suggestions made by the faculty into operation.
18. The principal lets faculty know what is expected of them.
19. Teachers receive necessary classroom supplies.
20. Teachers are indifferent to each other.
21. Students respect others who get good grades.
22. Teachers feel pressure from the community.
23. The principal’s recommendations are given serious consideration by his or her superiors.
24. The principal is willing to make changes.
25. The principal maintains definite standards of performance.
26. Supplementary materials are available for classroom use.
27. Teachers exhibit friendliness to each other.
28. Students seek extra work so they can get good grades.
29. Select citizen groups are influential with the board.
30. The principal is impeded by superiors.
31. The principal looks out for the personal welfare of faculty members.
32. The principal schedules the work to be done.
33. Teachers have access to needed instructional material.
34. Teachers in this school are cool and aloof to each other.
35. Teachers in this school believe that their students have the ability to achieve academically.
36. The school is open to the whims of the public.
37. The morale of teachers is high.
38. Academic achievement is recognized and acknowledged by the school.
39. A few vocal parents can change school policy.
40. There is a feeling of trust and confidence among the staff.
41. Students try hard to improve on previous work.
42. Teachers accomplish their jobs with enthusiasm.
43. The learning environment is orderly and serious.
44. Teachers identify with the school.
Scoring: RO = Rarely Occurs; SO = Sometimes Occurs; O = Often Occurs; and VFO = Very Frequently Occurs.