Organizational Health Inventory for Elementary Schools (OHI-E)
Hoy & Woolfolk‚ 1993.
پرسشنامه سلامت سازمانی مدارس ابتدایی
1. The principal explores all sides of topics and admits that other options 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.
شرح سایت روان سنجی: این ابزار یکپارچگی سازمانی، راهبری علمی، نفوذ مدیر، پشتیبانی منابع ، دلبستگی معلم ها و پیگیری علمی مدرسه را مورد بررسی قرار می دهد.
با سپاس فراوان از آقای دکتر علی عسگری که با در اختیار گذاشتن این برگردان کوشش خود را با دیگران سهیم شده اند.
خرده مقیاس ها اعتبار:
Institutional Integrity (.90)‚ Collegial Leadership (.95)‚ Resource Influence (.89)‚ Teacher Affiliation (.94)‚ and Academic Emphais (.87)
نمره گذاری
1=
rarely
occurs‚ 2=SOMETIMES occurs‚ 3=OFTEN occurs‚ 4=very frequently
occurs.
Reverse score items 6‚ 8‚ 14‚ 19‚ 25‚ 29‚ 30‚ 37
Institutional Integrity (II) =8+14+19+25+29+30
Collegial Leadership (CL) =1+3+4+10+11+15+17+21+26+34
Resource Influence (RI) =2+5+9+12+16+20+22
Teacher Affiliation (TA) =13+23+27+28+32+33+35+36+37
Academic Emphasis (AE) =6+7+18+24+31
چگونگی دستیابی
منبع و ماخذ
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.