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 materials.
37. Teachers in this school are cool and aloof to eachother.
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 theirpeers.
45. Teachers do favors for each other.
Hoy‚ W. K. & Sabo‚ D. (1998). Quality Middle Schools: Open and Healthy. Thousand Oaks‚ CA: Corwin Press.
Hoy‚ W. K.‚ Tarter‚ C. J.‚ & Kottkamp‚ R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills‚ CA: Sage.
Hoy‚ W. K.‚ & Tarter‚ C. J. (1997). The road to open and healthy schools: A handbook for change‚ Elementary Edition. Thousand Oaks‚ CA: Corwin Press.
Hoy‚ W. K.‚ & Woolfolk‚ A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal‚ 27‚ 279-300.
Hoy‚ W.K.‚ & Woolfolk‚ A.E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal‚ 93(4)‚ 355-372.