Organizational Health Inventory for Middle Schools

Organizational Health Inventory for Middle Schools (OHI-M)
Hoy et al‚ 1998.
پرسشنامه سلامت سازمانی مدرسه راهنمایی
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 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.
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 نشانی و برگردان کوشش خود را با دیگران سهیم شده اند.
خرده مقیاس ها اعتبار:
Institutional Integrity (.93)‚ Collegial Leadership (.94)‚ Principal Influence (.94)‚ Resource Support (.93)‚ Teacher Affiliation (.94)‚ and Academic Emphasis (.94)
نمره گذاری
1=
rarely
 occurs‚ 2=SOMETIMES occurs‚ 3=OFTEN occurs‚ 4=very frequently
occurs.
Reverse score items 7‚ 8‚ 13‚ 18‚ 23‚ 25‚ 26‚ 32‚ 37‚ 41‚ and 44
Institutional Integrity (II) = 8+13+18+23+25+ 26+33
Collegial Leadership (CL) = 1+4+5+10+14+24+30+35+39
Principal Influence (RI) = 3+9+19+34+41+43
Resource Support (RS) =6+11+15+20+36+40
Teacher Affiliation (TA) = 12+21+28+31+32+37+42+45
Academic Emphasis (AE) = 2+7+16+17+22+27+29+38+44
چگونگی دستیابی
This instrument can be found at: http://www.waynekhoy.com/pdfs/ohi-m.pdf  
منبع و ماخذ
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.
   
خرداد 1396
اسفند 1395
آبان 1395
فروردین 1394
خرداد 1393
فروردین 1393
اسفند 1392
بهمن 1392
دی 1390
آذر 1390
تیر 1390
خرداد 1390
اردیبهشت 1390
بهمن 1389
دی 1389
اردیبهشت 1389
دی 1388
آبان 1388
شهریور 1388
مرداد 1388
تیر 1388
خرداد 1388
   
سپاس بیکران به حضور دکتر محمد نقی براهنی که وزنه گران قدر و گران سنگ این حوزه بود و هست .
   
کلیه حقوق به آرین آرانی متعلق است.