Organizational Climate Description Questionnaire for Secondary [OCDQ-RS]

Organizational Climate Description Questionnaire for Middle [OCDQ-M]

Organizational Health Inventory for Elementary [OHI-RE]

Organizational Health Inventory for Secondary [OHI-RS]

Organizational Health Inventory for Middle [OHI-M]

Pupil Control Ideology Form [PCI]

Trust Scales [T-Scale]

Omnibus T-Scale [Omnibus T-Scale]

Organizational Climate Index [OCI]

 Teacher Sense of Efficacy

 Collective Efficacy [CE-Scale]

Collective Efficacy [Short Form]

Enabling School Structure [ESS]

 Organizational Citizenship Behavior Scale [OCB]

 School Mindfulness Scale [M-Scale]

 Organizational Justice Scale [OJ Scale]

THE ORGANIZATIONAL CLIMATE DESCRIPTION

QUESTIONNAIRE FOR ELEMENTARY SCHOOLS (OCDQ-RE)

Supportive principal behavior reflects a basic concern for teachers. The principal listens and is open to teacher suggestions. Praise is given genuinely and frequently, and criticism is handled constructively. The competence of the faculty is respected, and the principal exhibits both a personal and professional interest in teachers.

Directive principal behavior is rigid, close supervision. The principal maintains constant monitoring and control over all teacher and school activities, down to the smallest detail.

Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paper work, committee requirements, routine duties, and other demands that interfere with their teaching responsibilities.

Collegial teacher behavior supports open and professional interactions among teachers. Teachers are proud of their school, enjoy working with their colleagues, and are enthusiastic, accepting, and mutually respectful of their colleagues.

Intimate teacher behavior is cohesive and strong social relations among teachers. Teachers know each other well, are close personal friends, socialize together regularly, and provide strong social support for each other.

Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers are simply putting in time in non-productive group efforts; they have no common goals. In fact, their behavior is often negative and critical of their colleagues and the school.

Each of these dimensions was measured by a subtest of the OCDQ-RE. The reliability scores for the scales were relatively high: Supportive (.94), Directive (.88), Restrictive (.81), Collegial (.87), Intimate (.83), and Disengaged (.78).

The construct validity of each dimension of openness was supported by correlating each dimension with the original OCDQ index of openness (Hoy, 1972). In the current sample, the index of teacher openness correlated positively with the original general school openness index (r=.67, p<.01) as did the index of principal openness (r=.52, p<.01). Moreover, the factor analysis supports the construct validity of organizational climate (Hoy, Tarter, & Kottkamp, 1991).

The three subtests of the OCDQ-RE that define principal openness are supportive, directive, and restrictive. An index of the degree of openness in principal-teacher relations can be computed by first standardizing the school scores on these dimensions, and then subtracting the sum of the directive and restrictive scores from the supportive score (Principal openness=S-[D+R]), where S, D, R are standard scores).

Likewise, the collegial, intimate, and disengaged subtests define the degree of openness in teacher behavior. Accordingly, a teacher openness index for the school can be computed by standardizing the school scores on these dimensions, and then subtracting the disengagement score from the sum of the collegial and intimate scores (Teacher openness=[C+I]-D, where C, I, D are standard scores).

The OCDQ-RE is best administered as part of a faculty meeting. It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form. Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete. It is probably advisable to have someone other than an administrator collect the data. It is important to create a non-threatening atmosphere where teachers give candid responses. All of the health and climate instruments follow the same pattern of administration.

Scoring

The responses vary along a four-point scale defined by the categories "rarely occurs," "sometimes occurs," "often occurs," and "very frequently occurs." (1 through 4, respectively).

Step 1: Score each item for each teacher with the appropriate number (1, 2, 3, or 4). Be sure to reverse score items 6, 31, 37.

Step 2: Calculate an average school score for each item. In the example above, one would add all 15 scores on each item and then divide by 15. Round the scores to the nearest hundredth. This score represents the average school item score. You should have 42 average school item scores before proceeding.

Step 3: Sum the average school item scores as follows:

                    Supportive Behavior (S)=4+9+15+16+22+23+28+29+42

                    Directive Behavior (D)=5+10+17+24+30+34+35+39+41

                    Restrictive Behavior (R)=11+18+25+31+36

                    Collegial Behavior (C)=1+6+12+19+26+32+37+40

                    Intimate Behavior (Int)=2+7+13+20+27+33+38

                    Disengaged Behavior (Dis)=3+8+14+21

These six scores represent the climate profile of the school.

How does you school compare with others? We have supplied information on a large and diverse sample of New Jersey elementary schools, which gives a rough basis for comparing your school with others . The average scores and standard deviations for each climate dimension are summarized below. Standard deviations tell us how close most schools are to the average; the smaller the standard deviation, the closer most schools are to the typical school.

                                            Mean (M)             Standard Deviation (SD)

Supportive Behavior (S)         23.34                             4.85

Directive Behavior (D)           19.34                             3.20

Restrictive Behavior (R)         12.98                             1.55

Collegial Behavior (C)            23.11                            2.69

Intimate Behavior (Int)            17.23                            2.14

Disengaged Behavior (Dis)      6.98                             1.26

To make the comparisons easy, we recommend you standardize each of your subtest scores. Standardizing the scores gives them a "common denominator" that allows direct comparisions among all schools.

First: Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS scores. Use the following formulas:

SdS for S=100 X (S-23.34)/4.85+500

Then compute the difference between your school score on S and the mean of 23.34 for the normative sample (S-23.34). Then multiply the difference by 100 [100 X (S-23.34)]. Next divide the product by standard deviation of the normative sample (4.85). Then add 500 to the result. You have computed a standardized score (SdS) for the supportive behavior subscale (S).

Next: Repeat the process for each dimension as follows:

    SdS for D=100 X (D-19.34)/3.20+500

    SdS for R=100 X (R-12.98)/1.55+500

    SdS for C=100 X (C-23.11)/2.69+500

    SdS for Int=100 X (Int-17.23)/2.14+500

    SdS for Dis=100 X (Dis-6.98)/1.26+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 600 on supportive behavior, it is one standard deviation above the average score on supportive behavior of all schools in the sample; that is, the principal is more supportive than 84% of the other principals. A score of 300 represents a school that is two standard deviations below the mean on the subtest. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

There are two other scores that can be easily computed and are usually of interest to teachers and principals. Recall that two openness dimensions were determined in the second-order factor analysis of the OCDQ-RE. Accordingly, the two openness measures can be computed as follows:

Principal Openness = (SdS for S)+(1000-SdS for D)+(1000-SdS for R)

                                                                  3

Teacher Openness = (SdS for C)+(SdS for Int)+(1000-SdS for Dis)

                                                                  3

These openness indices are interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on teacher openness represents a highly open faculty. We have changed the numbers into categories ranging from high to low by using the following conversion table:

    Above 600 VERY HIGH

    551-600 HIGH

    525-550 ABOVE AVERAGE

    511-524 SLIGHTLY ABOVE AVERAGE

    490-510 AVERAGE

    476-489 SLIGHTLY BELOW AVERAGE

    450-475 BELOW AVERAGE

    400-449 LOW

    Below 400 VERY LOW

We recommend using all the dimensions of OCDQ-RE to gain a finely tuned picture of school climate.

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.

Computer Scoring Program

A computer scoring program is available from Advanced Software Products, 1236 Dolores Street, San Francisco, CA 94110. The program, which runs on Windows, will score each subtest, standardize school scores, and provide indices of openness. For further information, contact Arlington Writers.

Supportive principal behavior is characterized by efforts to motivate teachers by using constructive criticism and setting an example through hard work. At the same time, the principal is helpful and genuinely concerned with the personal and professional welfare of teachers. Supportive behavior is directed toward both the social needs and task achievement of the faculty.

Directive principal behavior is rigid and domineering supervision. The principal maintains close and constant control over all teachers and school activities down to the smallest details

Engaged teacher behavior is reflected by high faculty morale. Teachers are proud of their school, enjoy working with each other, and are supportive of their colleagues. Teachers are not only concerned about each other, they are committed to the success of their students. They are friendly with students, trust students, and are optimistic about the ability of students to succeed.

Frustrated teacher behavior refers to a general pattern of interference from both administration and colleagues that distracts from the basic task of teaching. Routine duties, administrative paperwork, and assigned nonteaching duties are excessive; moreover, teachers irritate, annoy, and interrupt each other.

Intimate teacher behavior reflects a strong and cohesive network of social relationships among the faculty. Teachers know each other well, are close personal friends, and regularly socialize together.

Each of these dimensions was measured by a subtest of the OCDQ-RS. The reliability scores for the scales were relatively high: Supportive (.91), Directive (.87), Engaged (.85), Frustrated (.85), and Intimate (.71).

A factor analysis of several samples of the instrument supports the construct validity of the concept of organizational climate (Hoy, Tarter, & Kottkamp, 1991; Hoy &

Tarter, 1997). In addition, the predictive validity has been supported in other studies. See Hoy, Tarter, and Kottkamp (1991) for a review of that literature.

The OCDQ-RS is best administered as part of a faculty meeting. It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form. Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete. It is probably advisable to have someone other than an administrator collect the data. It is important to create a non-threatening atmosphere where teachers give candid responses. All of the health and climate instruments follow the same pattern of administration.

Scoring

The responses vary along a four-point scale defined by the categories "rarely occurs," "sometimes occurs," "often occurs," and "very frequently occurs." (1 through 4, respectively).

Step 1: Score each item for each respondent with the appropriate number (1, 2, 3, or 4).

Step 2: Calculate an average school score for each item. Round the scores to the nearest hundredth. This score represents the average school item score. You should have 34 average school item scores before proceeding.

Step 3: Sum the average school item scores as follows:

        Supportive Behavior (S)=5+6+23+24+25+29+30

        Directive Behavior (D)=7+12+13+18+19+31+32

        Engaged Behavior (E)=3+4+10+11+16+17+20+28+33+34

        Frustrated Behavior (F)=1+2+8+9+15+22

        Intimate Behavior (Int)=14+21+26+27

You may wish to compare your school profile with other schools. We recommend that you convert each school score to a standardized score. The current data base on secondary schools is drawn from a large, diverse sample of schools in New Jersey. The average scores and standard deviations for each climate dimension are summarized below:

                                        Mean (M)             Standard Deviation (SD)

Supportive Behavior (S)     18.19                             2.66

Directive Behavior (D)        13.96                             2.49

Engaged Behavior (E)         26.45                             1.32

Frustrated Behavior (F)      12.33                             1.98

Intimate Behavior (Int)         8.80                                .92

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS scores. Use the following formulas:

    SdS for S=100(S-18.19)/2.66+500    

First compute the difference between your school score on S and the mean for the normative sample (S-18.19). Then multiply the difference by one hundred [100(S-18.19)]. Next divide the product by the standard deviation of the normative sample (2.66). Than add 500 to the result. You have computed a standardized score (SdS) for the supportive behavior subscale (S).

Repeat the process for each dimension as follows:

    SdS for D=100(D-13.96)/2.49+500

    SdS for E=100(E-26.45)/1.32+500

    SdS for F=100(F-12.33)/1.98+500

    SdS for Int=100(Int-8.80)/.92+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 600 on supportive behavior, it is one standard deviation above the average score on supportive behavior of all schools in the sample; that is, the principal is more supportive than 84% of the other principals. A score of 300 represents a school that is two standard deviations below the mean on the subtest. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

There is one other score that can be easily computed and is often of interest, the general openness index for the school climate.

    Openness= (SdS for S)+(1000-SdS for D)+(SdS for E)+(1000-SdS for F)

This openness index is interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on teacher openness represents a highly open faculty. We have changed the numbers into categories ranging from high to low by using the following conversion table:

Above 600 VERY HIGH

        551-600 HIGH

        525-550 ABOVE AVERAGE

        511-524 SLIGHTLY ABOVE AVERAGE

        490-510 AVERAGE

        476-489 SLIGHTLY BELOW AVERAGE    

        450-475 BELOW AVERAGE

        400-449 LOW

        Below 400 VERY LOW

We recommend using all the dimensions of OCDQ-RE to gain a finely tuned picture of school climate.

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, Secondary Edition .Thousand Oaks, CA: Corwin Press.

Computer Scoring Program

A computer scoring program is available from Advanced Software Products, 1236 Dolores Street, San Francisco, CA 94110. The program, which runs on Windows, will score each subtest, standardize school scores, and provide an index of openness. For further information, contact Arlington Writers.

THE ORGANIZATIONAL CLIMATE DESCRIPTION

Dimensions (Subtests of the OCDQ-RM)

Supportive principal behavior is directed toward both the social needs and task achievement of faculty. The principal is helpful, genuinely concerned with teachers, and attempts to motivate by using constructive criticism and by setting an example through hard work.

Directive principal behavior is rigid domineering behavior. The principal maintains close and constant monitoring over virtually all aspects of teacher behavior in the school.

Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paperwork, committee requirements, and other demands that interfere with their teaching responsibilities.

Collegial teacher behavior supports open and professional interactions among teachers. Teachers like, respect, and help one another both professionally and personally.

Committed teacher behavior is directed toward helping students to develop both socially and intellectually. Teachers work extra hard to insure student success in school.

Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers simply are putting in their time; in fact, they are critical and unaccepting of their colleagues.

Reliability

Each of these dimensions was measured by a subtest of the OCDQ-RM. The reliability scores for the scales were relatively high: Supportive (.96), Directive (.88), Restrictive (.89), Collegial (.90), Committed (.93) and Disengaged (.87).

Construct Validity

A factor analysis of the instrument supports the construct validity of the concept of organizational climate (Hoy & Sabo, 1998; Hoy & Tarter, 1997). In addition, the predictive validity has been supported. See Hoy & Sabo (1998) for a review of that literature.

Administering the Instrument

The OCDQ-RM is best administered as part of a faculty meeting. It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form. Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete. It is probably advisable to have someone other than the principal in charge of collecting the data. What is important is to create a non-threatening atmosphere where teachers give candid responses. All of the health and climate instruments follow the same pattern of administration.

Scoring

The items are scored by assigning 1 to "rarely occurs," 2 to "sometimes occurs," 3 to "often occurs," and 4 to "very frequently occurs." When an item is reversed scored, it is scored "rarely occurs" receives a 4, "sometimes occurs" a 3, and so on. Each item is scored for each respondent, and then an average school score for each item is computed by averaging the item responses across the school; remember the school is the unit of analysis. For example, if school A has 25 teachers responding to the OCDQ-RM, each individual questionnaire is scored and then an average score for all respondents is computed for each item. Thus, the average score for the 25 teachers is calculated for item 1, and then item 2, and so on. The average school scores for the items defining each subtest are added to yield school subtest scores. The six subtest scores represent the climate profile for the school.

Step 1: Score each item for each respondent with the appropriate number (1, 2, 3, or 4). Be sure to reverse score items 21, 50.

Step 2: Calculate an average school score for each item. Add all the teacher scores for each school on each item and then divide by the number of teachers in the school. Round the scores to the nearest hundredth. This score represents the average school item score. You should have 50 average school item scores before proceeding.

Step 3: Sum the average school item scores as follows:

    Supportive Behavior (Sup)=1+10+11+12+15+19+24+32+36+44+49

    Committed Behavior (Com)=5+6+7+17+18+21+46+47+48

    Directive Behavior (Dir)=9+20+33+37+38+41

    Collegial Behavior (Col)=2+13+14+16+22+25+34+35+40+43+45

    Disengaged Behavior (Dis)=8+23+26+27+28+29+30+31+50

    Restrictive Behavior (Res)=3+4+39+42

These six scores represent the climate profile of the school. You may wish to compare your school profile with other schools. In doing so, we recommend that you convert each school score to a standardized score. The current data base on middle schools is drawn from a large, diverse sample of schools from New Jersey. The average scores and standard deviations for each climate dimension are summarized below:

                                                Mean (M)     Standard Deviation (SD)

    Supportive Behavior (S)             29.39                 4.61

    Directive Behavior (D)               12.09                 2.40

    Restrictive Behavior (R)              9.11                   1.52

    Collegial Behavior (C)               29.30                   3.01

    Committed Behavior (Com)       26.76                  2.74

    Disengaged Behavior (Dis)        15.56                   2.18

Computing Standardize Score of the OCDQ-RM

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS scores. Use the following formulas:

    SdS for S=100(S-29.39)/4.61+500

First compute the difference between your school score on S and the mean of 29.39 for the normative sample (S-29.39). Then multiply the difference by one hundred [100(S-29.39)]. Next divide the product by the standard deviation of the normative sample (4.61). Then add 500 to the result. You have computed a standardized score (SdS) for the supportive behavior subscale (S).

Repeat the process for each dimension as follows:

    SdS for D=100(D-12.09)/2.40+500

    SdS for R=100(R-9.11)/1.52+500

    SdS for C=100(C-29.30)/3.01+500

    SdS for Com=100(Com-26.76)/2.74+500

    SdS for Dis=100(Dis-15.56)/2.18+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 600 on supportive behavior, it is one standard deviation above the average score on supportive behavior of all schools in the sample; that is, the principal is more supportive than 84% of the other principals. A score of 300 represents a school that is two standard deviations below the mean on the subtest. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

There are two other scores that can be easily computed and are of interest to teachers and principals. Recall that two openness dimensions were determined in the second-order factor analysis of the OCDQ-RM. Accordingly, the two openness measures can be computed as follows:

    Principal Openness = (SdS for S)+(1000-SdS for D)+(1000-SdS for R)

                                                                            3

    Teacher Openness = (SdS for C)+(SdS for Com)+(1000-SdS for Dis)

                                                                            3

These openness indices are  interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on teacher openness represents a highly open faculty. We have changed the numbers into categories ranging from high to low by using the following conversion table:

    Above 600 VERY HIGH

    551-600 HIGH

    525-550 ABOVE AVERAGE

    511-524 SLIGHTLY ABOVE AVERAGE

    490-510 AVERAGE

    476-489 SLIGHTLY BELOW AVERAGE

    450-475 BELOW AVERAGE

    400-449 LOW

    Below 400 VERY LOW

We recommend using all six dimensions of OCDQ-RE to gain a finely tuned picture of school climate.

Further Information

Hoy, W. K. &Sabo, D. (1998). Quality Middle Schools: Open and Healthy. Thousand Oaks, CA: Corwin Press.

Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change, Secondary Edition .Thousand Oaks, CA: Corwin Press.

Computer Scoring Program

A computer scoring program is available from Advanced Software Products, 1236 Dolores Street, San Francisco, CA 941104. The program, which runs on Windows, will score each subtest, standardize school scores, and provide an index of openness. For further information, contact Arlington Writers.

A healthy school is one in which the institutional, administrative, and teacher levels are in harmony; and the school meets functional needs as it successfully copes with disruptive external forces and directs its energies toward its mission.

Institutional Integrity describes a school that has integrity in its educational program. The school is not vulnerable to narrow, vested interests of community groups; indeed, teachers are protected from unreasonable community and parental demands. The school is able to cope successfully with destructive outside forces.

Collegial Leadership refers to behavior by the principal that is friendly, supportive, open, and guided by norms of equality. At the same time, however, the principal sets the tone for high performance by letting people know what is expected of them.

Resource Influence describes the principal's ability to affect the action of superiors to the benefit of teachers. Teachers are given adequate classroom supplies, and extra instructional materials and supplies are easily obtained.

Teacher Affiliation refers to a sense of friendliness and strong affiliation with the school. Teachers feel good about each other and, at the same time, have a sense of accomplishment from their jobs. They are committed to both their students and their colleagues. They find ways to accommodate to the routine, accomplishing their jobs with enthusiasm.

Academic Emphasis refers to the school's press for achievement. The expectation of high achievement is met by students who work hard, are cooperative, seek extra work, and respect other students who get good grades.

Each of these dimensions was measured by a subtest of the OHI-E. The reliability scores for the scales were relatively high: Institutional Integrity (.90), Collegial Leadership (.95), Resource Influence (.89), Teacher Affiliation (.94), and Academic Emphais (.87).

Construct Validity

A factor analysis of several samples of the instrument supports the construct validity of the concept of organizational health (Hoy, Tarter, & Kottkamp, 1991; Hoy &Tarter, 1997). In addition, the predictive validity has been supported in other studies. See Hoy, Tarter, and Kottkamp (1991) for a review of that literature.

The OHI-E is best administered as part of a faculty meeting. It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form. Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete. It is probably advisable to have someone other than the principal in charge of collecting the data. What is important is to create a non-threatening atmosphere where teachers give candid responses. All of the health and climate instruments follow the same pattern of administration.

The items are scored by assigning 1 to "rarely occurs," 2 to "sometimes occurs," 3 to "often occurs," and 4 to "very frequently occurs." When an item is reversed scored, "rarely occurs" receives a 4, "sometimes occurs" a 3, and so on. Each item is scored for each respondent, and then an average school score for each item is computed by averaging the item responses across the school because the school is the unit of analysis.

Step 1: Score each item for each respondent with the appropriate number (1, 2, 3, or 4). Be sure to reverse score items 6, 8, 14, 19, 25, 29, 30, 37.

Step 2: Calculate an average school score for each item. Round the scores to the nearest hundredth. This score represents the average school item score. You should have 37 school item scores before proceeding.

Step 3: Sum the average school item scores as follows:

    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

These five scores represent the health profile of the school. You may wish to compare your school profile with other schools. To do this you will need to standardize each school score. The current data base on elementary schools is drawn from a large, diverse sample of schools in New Jersey. The average scores and standard deviations for each health dimension are summarized below:

                                                    Mean (M)             Standard Deviation (SD)

    Institutional Integrity (II)         16.06                                 2.77

    Collegial Leadership (CL)        24.43                                 3.81

    Resource Influence (RI)           20.18                                 2.48

    Teacher Affiliation (TA)            26.32                                2.98

    Academic Emphasis (AE)         14.66                                 1.59

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS score. Use the following formulas:

SdS for II=100(II-16.06)/2.77+500

First compute the difference between your school score on II and the mean for the normative sample (II-16.06). Then multiply the difference by one hundred [100(II-16.06)]. Next divide the product by the standard deviation of the normative sample (2.77). Than add 500 to the result. You have computed a standardized score (SdS) for the institutional integrity subscale.

Repeat the process for each dimension as follows:

    SdS for CL=100(CL-24.43)/3.81+500

    SdS for RI=100(RI-20.18)/2.48+500

    SdS for TA=100(TA-26.32)/2.98+500

    SdS for AE=100(AE-14.66)/1.59+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 400 on institutional integrity, it is one standard deviation below the average score on institutional integrity of all schools in the sample; that is, the school has more institutional integrity than only 16% of the other schools. . You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

An overall index of school health can be computed as follows:

This health index is interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on the health index represents a very healthy school just as a score of 350 depicts an unhealthy school climate. Most school scores, however, fall between these extremes and can only be diagnosed by carefully comparing all elements of the health inventory. We have changed the numbers into categories ranging from high to low by using the following conversion table:

    Above 600 VERY HIGH

    551-600 HIGH

    525-550 ABOVE AVERAGE

    511-524 SLIGHTLY ABOVE AVERAGE

    490-510 AVERAGE

    476-489 SLIGHTLY BELOW AVERAGE

    450-475 BELOW AVERAGE

    400-449 LOW

    Below 400 VERY LOW

We recommend using all the dimensions of OHI-S to gain a finely tuned picture of school health.

Computer scoring program for the OHI-E is available from Advanced Software Products, 1236 Dolores Street, San Francisco, CA 94110. The program, which runs on Windows, will score each subtest, standardize school scores, and provide index of health. Further information on the scoring program can be obtained from Arlington Writers (Fax 614-488-5075).

Institutional Integrity describes a school that has integrity in its educational program. The school is not vulnerable to narrow, vested interests of community groups; indeed, teachers are protected from unreasonable community and parental demands. The school is able to cope successfully with destructive outside forces.

Initiating Structure is task- and achievement-oriented behavior. The principal makes his or her attitudes and expectations clear to the faculty and maintains definite standards of performance.

Consideration is principal behavior that is friendly, supportive, and collegial. The principal looks out for the welfare of faculty members and is open to their suggestions.

Principal Influence is the principal's ability to affect the actions of superiors. The influential principal is persuasive, works effectively with the superintendent, simultaneously demonstrates independence in thought and action.

Resource Support refers to a school where adequate classroom supplies and instructional materials are available and extra materials are easily obtained.

Morale is the sense of trust, confidence, enthusiasm, and friendliness among teachers. Teachers feel good about each other and, at the same time, feel a sense of accomplishment from their jobs.

Academic Emphasis refers to the schools press for achievement. High but achievable goals are set for students; the learning environment is orderly and serious; teachers believe students can achieve; and students work hard and respect those who do well academically.

Each of these dimensions was measured by a subtest of the OHI-S. The reliability scores for the scales were relatively high: Institutional Integrity (.91), Initiating Structure (.89), Consideration (.90), Principal Influence (.87), Resource Support (.95), Morale (.92), and Academic Emphais (.93).

A factor analysis of several samples of the instrument supports the construct validity of the concept of organizational health (Hoy, Tarter, & Kottkamp, 1991; Hoy & Tarter, 1997). In addition, the predictive validity has been supported in other studies. See Hoy, Tarter, and Kottkamp (1991) for a review of that literature.

The OHI-S is best administered as part of a faculty meeting. It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form. Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete. We recommend that someone other than an administrator collect the data. It is important is to create a non-threatening atmosphere where teachers give candid responses. All of the health instruments follow the same pattern of administration.

The responses vary along a four-point scale defined by the categories "rarely occurs," "sometimes occurs," "often occurs," and "very frequently occurs." (1 through 4, respectively). When an item is reversed scored, "rarely occurs" receives a 4, "sometimes occurs" a 3, and so on. Each item is scored for each respondent, and then an average school score for each item is computed by averaging the item responses across the school because the school is the unit of analysis.

Step 1: Score each item for each respondent with the appropriate number (1, 2, 3, or 4). Be sure to reverse score items 8, 15, 20, 22, 29, 30, 34, 36, 39.

Step 2: Calculate an average school score for each item. In the example above, one would add all 60 scores on each item and then divide the sum by 60. Round the scores to the nearest hundredth. This score represents the average school item score. You should have 44 school item scores before proceeding.

Step 3: Sum the average school item scores as follows:

    Institutional Integrity (II)=1+8+15+22+29+36+39

    Initiating Structure (IS)=4+11+18+25+32

    Consideration (C)=3+10+17+24+31

    Principal Influence (PI)=2+9+16+23+30

    Resource Support (RS)=5+12+19+26+33

    Morale (M)=6+13+20+27+34+37+40+42+44

    Academic Emphasis (AE)=7+14+21+28+35+38+41+43

These seven scores represent the health profile of the school. You may wish to compare your school profile with other schools. To do so, we recommend that you standardize each school score. The current data base on secondary schools is drawn from a large, diverse sample of schools from New Jersey. The average scores and standard deviations for each health dimension are summarized below:

                                                        Mean (M)             Standard Deviation (SD)

    Institutional Integrity (II)                 18.61                                 2.66

    Initiating Structure (IS)                    14.36                                 1.83

    Consideration (C)                           12.83                                 2.03

    Principal Influence (PI)                    12.93                                 1.79

    Resource Support (RS)                   13.52                                 1.89

    Morale (M)                                     25.05                                 2.64

    Academic Emphasis (AE)                21.33                                 2.76

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS score. Use the following formulas:

    SdS for II=100(II-18.61)/2.66+500

First compute the difference between your school score on II and the mean for the normative sample (II-18.61). Then multiply the difference by one hundred[100(II-18.61)]. Next divide the product by the standard deviation of the normative sample (2.66). Then add 500 to the result. You have computed a standardized score (SdS) for the institutional integrity subscale.

Repeat the process for each dimension as follows:

    SdS for IS=100(IS-14.36)/1.83+500

    SdS for C=100(C-12.83)/2.03+500

    SdS for PI=100(PI-12.93)/1.79+500

    SdS for RS=100(RS-13.52)/1.89+500

    SdS for M=100(M-25.05)/2.64+500

    SdS for AE=100(AE-21.33)/2.76+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 700 on institutional integrity, it is two standard deviations above the average score on institutional integrity of all schools in the sample; that is, the school has more institutional integrity than 97% of the schools in the sample. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

An overall index of school health can be computed as follows:

Health = SdS for II)+(Sds for IS)+(Sds for C)+(SdS for PI])+(SdS for RS)+(SdS for M)+(SdS for AE)

                                                                                        7

This health index is interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on the health index represents a very healthy school, one that is one and a half standard deviations above the average school, and a score of 400 represents a very sick school climate. Most school scores, however, fall between these extremes and can only be diagnosed by carefully comparing all elements of the climate. We have changed the numbers into categories ranging from high to low by using the following conversion table:

    Above 600 VERY HIGH

    551-600 HIGH

    525-550 ABOVE AVERAGE

    511-524 SLIGHTLY ABOVE AVERAGE

    490-510 AVERAGE

    476-489 SLIGHTLY BELOW AVERAGE

    450-475 BELOW AVERAGE

    400-449 LOW

    Below 400 VERY LOW

We recommend using all the dimensions of OHI-S to gain a finely tuned picture of school health.

A healthy school is one in which the institutional, administrative, and teacher levels are in harmony; and the school meets functional needs as it successfully copes with disruptive external forces and directs its energies toward its mission.

Institutional Integrity is the degree to which the school can cope with its environment in a way that maintains the educational integrity of its programs. Teachers are protected from unreasonable community and parental demands.

Collegial Leadership is principal behavior that is friendly, supportive, open, and guided by norms of equality. But, at the same time, the principal sets the tone for high performance by letting people know what is expected of them.

Principal Influence is the principal’s ability to influence the actions of superiors. Influential principals are persuasive with superiors, get additional consideration, and proceed relatively unimpeded by the hierarchy.

Resource Support is the extent to which classroom supplies and instructional materials are readily available; in fact, even extra materials are supplied if requested.

Teacher Affiliation is a sense of friendliness and strong affiliation with the school. Teachers feel good about each other, their job, and their students. They are committed to both their students and their colleagues and accomplish their jobs with enthusiasm.

Academic Emphasis is the extent to which the school is driven by a quest for academic excellence. High but achievable academic goals are set for students; the learning environment is orderly and serious; teachers believe in their students’ ability to achieve; students work hard and respect those who do well academically.

Each of these dimensions was measured by a subtest of the OHI-M. The reliability scores for the scales were relatively high: Institutional Integrity (.93), Collegial Leadership (.94), Principal Influence (.94), Resource Support (.93), Teacher Affiliation (.94), and Academic Emphasis (.94).

A factor analysis of several samples of the instrument supports the construct validity of the concept of organizational health (Hoy & Sabo, 1998).

Administering the Instrument

            The OHI-M is best administered as part of a faculty meeting.  It is important to guarantee the anonymity of the teacher respondent; teachers are not asked to sign the questionnaire and no identifying code is placed on the form.  Most teachers do not object to responding to the instrument, which takes less than ten minutes to complete.  We recommend that someone other than an administrator collect the data.  It is important to create a non-threatening atmosphere where teachers give candid responses.  All of the health instruments follow the same pattern of administration.

Scoring the OHI-M

Step 1: Score each item for each respondent with the appropriate number (1, 2, 3, or 4).  Be sure to reverse score items  7, 8, 13, 18, 23, 25, 26, 32, 37, 41, 44.

Step 2: Calculate an average school score for each item.  In the example above, one would add all 50 scores on each item and then divide the sum by 50.  Round the scores to the nearest hundredth.  This score represents the average school item score.  You should have 45 school item scores before proceeding. 

Step 3: Sum the average school item scores as follows:

            Institutional Integrity (II)=8+13+18+23+25+ 26+33

            Collegial Leadership (CL)=1+4+5+10+14+24+30+35+39

            Principal Influence (PI)=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

            These six scores represent the health profile of the school.  You may wish to compare your school profile with other schools.  To do so, we recommend that you standardize each school score.  The current data base on middle schools is drawn from a large, diverse sample of schools from New Jersey.  The average scores and standard deviations for each health dimension are summarized below:

                        Mean (M)            Standard Deviation (SD)

            Institutional Integrity (II)       16.41                     2.82

            Collegial Leadership (CL)     26.61                    3.71

            Principal Influence (PI)          16.37                    2.12

            Resource Support (RS)         16.72                    2.63

            Teacher Affiliation (TA)         28.34                    2.57

            Academic Emphasis (AE)     20.11                     2.80

Computing the Standardized Scores for the OHI

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100, which we call SdS score.  Use the following formulas:

SdS for II=100(II-16.41)/2.82+500

            First compute the difference between your school score on II and the mean for the normative sample (II-16.41).  Then multiply the difference by one hundred [100(II-16.41)].  Next divide the product by the standard deviation of the normative sample (2.82).  Then add 500 to the result.  You have computed a standardized score (SdS) for the institutional integrity subscale.

Repeat the process for each dimension as follows:

            SdS for CL=100(CL-26.61)/3.71+500

            SdS for PI=100(PI-16.37)/2.12+500

            SdS for RS=100(RS-16.72)/2.63+500

            SdS for TA=100(TA-28.34)/2.57+500

            SdS for AE=100(AE-20.11)/2.80+500

You have standardized your school scores against the normative data provided in the New Jersey sample. For example, if your school score is 700 on institutional integrity, it is two standard deviations above the average score on institutional integrity of all schools in the sample; that is, the school has more institutional integrity than 97% of the schools in the sample. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

Health Index

            You have standardized your school scores against the normative data provided in the New Jersey sample.  For example, if your school score is 700 on institutional integrity, it is two standard deviations above the average score on institutional integrity of all schools in the sample; that is, the school has more institutional integrity than 97% of the schools in the sample.

            An overall index of school health can be computed as follows:

            Health=(SdS for II)+(Sds for CL)+(SdS for PI])+(SdS for RS)+(SdS for TA)+(SdS for AE)

This health index is interpreted the same way as the subtest scores, that is, the mean of the "average" school is 500. Thus, a score of 650 on the health index represents a very healthy school, one that is one and a half standard deviations above the average school, and a score of 400 represents a very sick school climate. Most school scores, however, fall between these extremes and can only be diagnosed by carefully comparing all elements of the climate. We have changed the numbers into categories ranging from high to low by using the following conversion table:

    Above 600 VERY HIGH

    551-600 HIGH

    525-550 ABOVE AVERAGE

    511-524 SLIGHTLY ABOVE AVERAGE

    490-510 AVERAGE

    476-489 SLIGHTLY BELOW AVERAGE

    450-475 BELOW AVERAGE

    400-449 LOW

    Below 400 VERY LOW

We recommend using all the dimensions of OHI-M to gain a finely tuned picture of school health.

A computer scoring program is available from Advanced Software Products, 1236 Dolores Street, San Francisco, CA 94110. The program, which runs on Windows, will score each subtest, standardize school scores, and provide an index of openness. For further information, contact Arlington Writers.

THE TEACHER EFFICACY SCALE

Computing a Standardized Score for the Collective Efficacy Scale.

To convert the collective efficacy score to standardized score with a mean of 500 and a standard deviation of 100, which we call SdS score, use the following formula:

SdS for CE=100(CE-4.1201)/.6392+500

            First, compute the difference between your school's average collective efficacy score and the mean for the normative sample (CE-4.1201).  Then multiply the difference by one hundred [100(CE-4.1201)].  Next divide the product by the standard deviation of the normative sample (.6392).  Then add 500 to the result.  You have computed a standardized score (SdS) for the collective efficacy of your school.

You have standardized your school scores against the normative data provided in a representative Ohio sample. For example, if your school score is 700, it is two standard deviations above the average score of all schools in the sample; that is, the school has stronger collective efficacy  than 97% of the schools in the sample. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.

Developed by Wayne K. Hoy & Megan Tschannen-Moran

Computing the Standardized Scores for the T-scales for purposes of comparison:

Convert the school subtest scores to standardized scores with a mean of 500 and a standard deviation of 100.  Use the following formulas:

            Standard Score for Trust in Clients (TCl) = 100(TCl-3.53)/.621+500

            First compute the difference between your school score on (TCl) and the mean for the normative sample (TCl-3.53).  Then multiply the difference by one hundred [100(TCl-3.53)].  Next divide the product by the standard deviation of the normative sample (.621).  Then add 500 to the result.  You have computed a standardized score Standard Score for Faculty Trust in Clients.

Repeat the process for each trust dimension as follows:

            Standard Score for Trust in the Principal (TP) = 100(TP-4.42)/.725+500

            Standard Score for Trust in Colleagues (TCo) = 100(TCo-4.46)/.443+500

You have standardized your school scores against the normative data provided in the Ohio sample. For example, if your school score is 700 on faculty trust in colleagues, it is two standard deviations above the average score on faculty trust in colleagues of all schools in the sample; that is, the school has more faculty trust in colleagues than 97% of the schools in the sample. You may recognize this system as the one used in reporting individual scores on the SAT, CEEB, and GRE. The range of these scores is presented below:

    If the score is 200, it is lower than 99% of the schools.

    If the score is 300, it is lower than 97% of the schools.

    If the score is 400, it is lower than 84% of the schools.

    If the score is 500, it is average.

    If the score is 600, it is higher than 84% of the schools.

    If the score is 700, it is higher than 97% of the schools.

    If the score is 800, it is higher than 99% of the schools.