Organizational Health Inventory Research Articles

Factorial validity of the organizational health inventory among Omani teachers: Invariance across gender

<span lang="EN-US">This study examined the factor structure of the Organizational Health Inventory (OHI) scale among Omani teachers. There were four factors assumed to represent the OHI (principal influence, academic emphasis, morale, and initiating integrity). Testing the scale reliability was another aim of this study. A random sample (n=458) of Omani teachers was considered. The short version of the scale has 30 items. Exploratory and confirmatory factor analysis was performed on the sample data. The model is good fitted to the data. Across gender, the invariance of the structure was tested, and the parameters of the model were invariant. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as an independent variable and subscales. The female teachers were found to more likely show principal influence, academic emphasis, and morale than the male teachers, who instead, were more efficacious than the female teachers in dealing with institutional integrity.</span>

School Health as the Mediator Variable: Determinants of the Principal Instructional Leadership Behavior

<p style="text-align:justify">The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.</p>

School Climate: Its Impact on Teachers’ Commitment and School Performance

The aims of this study were to determine the perceptions of school climate, teachers’ commitment and school performance held by principals, teachers and parents and the relationship among these variables. Thirty elementary schools of the third congressional district of Bohol consisting of 200 teachers, 30 principals and 60 parents who were randomly sampled took part in the study. The teachers and parents completed two survey instruments: Organizational Health Inventory for elementary schools (OHI-E) from Hoy and Tarter to examine school climate and Organizational Commitment Questionnaire (OCQ)from Celep to test teachers’ commitment, while the principals were made to answer an additional questionnaire that solicits data regarding the school performance. With the school as the unit of analysis, the OHI-E outlined and measured five elements related to school climate (teacher affiliation, institutional integrity, collegial leadership, resource influence and academic influence). Those five were the independent variables used for the study. The dependent variables were the teachers’ commitment with regard to the commitment to school, teaching profession, pupils and work group; and school performance measured by graduation, retention, promotion, participation, repetition, failure, drop-out rates and the National Achievement Test Result. Data were analyzed using frequency count and simple percentage calculation. Weighted mean score was used to assess the level of school climate, teachers’ commitment and school performance. Furthermore, parametric test like Pearson Product-Moment Correlation (rxy) was used to determine the degree of relationship between school climate and the teachers’ commitment; while Spearman Rank Correlation (rs) was used to determine the relationship of school climate and school performance. Results indicated that school climate is related to teachers’ commitment and school performance. These findings have significant implications for the implementation of change in schools, motivation, productivity, well-being, and learner achievement.

Effects of the Humorous Characteristics of the School Principals on School Health.

In this study, teachers' views are evaluated to determine whether there is a relationship between the humor styles of school principals and the health of an organization. The study is based on a mixed research approach with both quantitative and qualitative aspects. In the quantitative study, the teachers were asked to describe their principals' senses of humor using the “humor behavior scale” and to evaluate the organization in which they worked using the “organizational health inventory.” In the qualitative dimension, principals working in primary schools were interviewed and asked to evaluate their own sense of humor and the school's health. When the quantitative findings were examined, the regression results showed that school principals with a cynical style of humor negatively predicts organizational health, and productive social and affirmative styles of humor positively predict organizational health. In the qualitative study, the content analysis results revealed that a school administrator who uses humor effectively is capable of effectively solving problems in the school. However, it has been stated that the humor style of the school principal can have negative effects as well as positive effects. School principals are advised to recognize the teachers with whom they work and to distinguish which teachers are receptive to humor.

The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia

Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian
 Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 

Organizational Factors Predicting Teachers' Life Satisfaction: Organizational Health and Organizational Trust

The purpose of this study is to analyze the relationships between organizational health, organizational trust and, life satisfaction, besides to determine the predictive value of organizational health and organizational trust on the life satisfaction. The research was carried out according to the relational survey model. The research sample of the study consists of 329 primary and secondary school teachers working in private and public schools in the 2018 -2019 academic year in Darica district of Kocaeli province. The data were obtained with the help of three scales. These are The Organizational Health Inventory, The Organizational Trust Scale and The Life Satisfaction Scale. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a positive and medium correlation found between organizational health and organizational trust and life satisfaction of the teachers. In addition, it was concluded that teachers' organizational health and organizational trust levels related to the 32 % of the life satisfaction.

The Mediating Influence of Leadership Behaviour on the Relationship between Organizational Health and Work Engagement

Efficient leadership and a healthy teaching environment are the two factors that determine how school teachers conduct themselves professionally. Work engagement not only reflects the teachers’ performance but also implies the performance of the pupils and the school and it depends on how congenial their working conditions are. The present study intended to assess the extent to which the leadership behaviour of principals mediated the effect of organizational health on the work engagement of 516 secondary school teachers working in Bengaluru, India. The organizational health inventory was employed to quantify the organizational health of schools at institutional, managerial and technical levels, the Utrecht tool was used to measure teachers’ work engagement through their vigor, dedication and absorption, and the leadership behaviour of principals was measured in terms of consideration and initiating behaviour. The findings implied a positive relationship between organizational health and teachers’ work engagement. Further, while leadership behaviour indeed mediated the impact of organizational health on work engagement, the mediating effect was only partial. The results imply that the teachers’ work engagement cannot be entirely attributed to the school management and working conditions, which implies scope for further research on the factors affecting work engagement among the teachers.

The Relationship between Organizational Health and Student Achievement in High Poverty Schools

The purpose of this study was to examine the relationship between organizational health and student achievement of economically disadvantaged students in a large school district along the Texas-Mexico border that serves 99 % Hispanic students; districtwide approximately 95 % of the students are economically disadvantaged. All schools in the district are Title I schools and enroll 78%- 100% economically disadvantaged students. About forty-eight percent (48.3 %) of students served are English Language Learners. Student achievement was determined using the State of Texas Assessment of Academic Readiness (STAAR) and organizational health was determined using an Organizational Health Inventory that measures the ten dimensions of organization-al health posited by Matthew Miles and operationalized by Marvin Fairman and Associates. The strength of the relationship was determined by using the Pearson correlation coefficient. The findings indicate that there is a positive relationship between student achievement in high poverty Hispanic schools and organizational health. The strongest relationship exists with the dimensions of goal focus, problem solving adequacy, and cohesiveness. Student achievement increases as the dimension of goal focus increases. https://doi.org/10.26803/ijlter.17.11.5

Reaching-Unreachable Nurses Service among Organizational Health

Organization is just like structure as well as human body. It has some essential features e.g. structure, process, relationship, authority, responsibility, performance, individuals group behaviour, which is used to man and woman in different status with specific relations. Present study aimed and objective examine the relationship between Nurses services reference to Gender and experience of Organizational health for reaching the unreachable. The Nurses working of organizationl health in implies not only his bicultural approach but she’s wide approaches of ‘tricultural’ during service like values of stress, tension, anxiety, conflict etc. of different places with concerned peoples. Fordyce and well, (1971), discussed detailed characteristics of healthy and unhealthy organizations. Schein, (1973). “The researcher has used two Independent variables of present study as well as The variables namely (A) Types of Gender (B) types of experiences as a factors effected of organizational health. The perceived organizational health Inventory Constructed & standardized by Miles M.B (1973), Dr.Makvana (2010) and Samira Khalifa was used in (2017). The scale consisted in total statement was 40, five type key answer as a completely agreed, Agreed to a great extent, some extent, little extent to completely disagree.. A sample of 240 respondent’s viz. Male and female was selected from Navasari district different primary health centre and CHC (Chikhali-168 to 170,Gandevi-171,Navasari-172-73,Vasada-174-75, and Jalalpur-176-77) situated at Navasari district. Hence, this gives rise to a variables of Gender and experience for the analysis of the data. Statistical technique like ‘t’ was resorted in order to get the results. • There is no significant difference between less than 10 years and more than 10 years experience of Navasari district rural area male do not reaching at nurses service of the organizational health. • There is no significant difference between less than 10 years and more than 10 years experience of Navasari district rural area female do not reaching at nurses service of the organizational health. No significant difference was found between Organizational Health in relationship of less than 10 years and more than 10 years experience of Navasari district urban area male do not reaching at nurses service. • There is no significant difference found between the organizational Health and experience (less than 10 years and more than 10 years experience) of Navasari district urban area female nurses service.

Examining the Relationship between Instructional Leadership and Organizational Health

The aim of this study was to examine the relationship between school administrators' instructional leadership behaviours, and organizational health of schools. The participants were 538 teachers working in elementary, middle and high schools located in the Umraniye district of Istanbul. The data was gathered through the "School Principals' Instructional Leadership Behaviours Questionnaire" and the "Organizational Health Inventory". In data analysis, the arithmetic mean, Pearson Product-Moment Correlation Coefficient, and Multilinear Regression Analysis were used. The results showed that the school principals performed the instructional leadership behaviours of determining and sharing the objectives of the school at the highest level. Among the organizational health dimensions of the schools, initiating structure was perceived at the highest level, while resource support and academic emphasis were perceived at lower levels compared to other dimensions. In the study, positive and significant correlations were found between the sub-dimensions of instructional leadership behaviours and those of organizational health of schools. The sub-dimensions of instructional leadership together explained 49% of the variance in organizational health. On the other hand, only determining and sharing the objectives of the school and forming a regular instructional-learning environment and positive school climate among the instructional leadership behaviours were positive and significant predictors of organizational health of schools.

Organizational Climate as a Mediator of the Relationship between Transformational Leadership and Innovative Behavior in school

The main purpose of this study is to examine the mediating role of organizational climate on the effect of transformational leadership of principals on teachers innovative behavior. Cross-sectional survey method was employed involving 346 secondary school teachers in Kedah (Peninsular Malaysia). The instrument used was the Multifactor Leadership Questionnaire (MLQ) ,Organizational Health Inventory for Secondary School (OHI-S) and Innovative Behavior Instrument (IBI). The results of correlation analysis and hierarchical regression analysis found a significant relationship between teachers innovative behavior. In addition, organizational climate was also found to act as mediator of relationship between transformational leadership with innovative behavior in the form of partial mediation. The implication of this study are organizational climate contribute as a mediator that strengthen the relationship between transformational leadership and teacher innovative behavior. Thus, transformational leaders must take serious measures and identify factors that may contribute to school organizational climate and teacher innovative behavior to improve the schools performance toward excellence.

English

This study aimed to assess organizational health (OH) in secondary schools in Jeddah district in Saudi Arabia. A second aim of the study was to compare the organizational health of these schools according to their rankings on student achievement tests, school type and the nature of the respondents' work. The Organizational Health Inventory (OHI), developed by Hoy and Feldman (1987), was used to examine OH in the subject schools. The (138) secondary schools in Jeddah district were classified into three main categories (high, average, low) based on their students' results on the achievement test for science colleges, which is given annually across the nation by the National Center for Assessment in Higher Education (NCAHE). With the school and not the respondent selected as the unit of research, 20 random schools from each category were compared using the ratings of high-achieving, and schools, as measured by the NCAHE, on the 7 dimensions of the OHI. All the principals and teachers working in the three selected representative school categories were approached in the process of data collection. The secondary schools’ OH scores were found relatively high. The high-achieving schools had higher OH scores than the schools in other two categories. Moreover, the average-achieving schools outperformed the low-achieving schools on overall OH scores. Findings also showed that the private schools had healthier climates than the public schools. Schools can help improve their student learning process and academic attainment by improving the health of their organizational environment. Key words: Organizational health, school health, school climate, secondary schools, student achievement.

The Impact of Principal Emotional Intelligence on Teacher Perceptions of School Climate

The purpose of this research study was to analyze the impact of principals’ emotional intelligence on the perceptions that teachers have of their school’s climate. The Organizational Health Inventory for Middle Schools (OHI-M) served as the assessment for teachers’ perceptions of the school climate, or the overall health of the organization. Principals’ emotional intelligence competencies were assessed using the Mayer Salovey-Caruso Emotional Intelligence Test version 2, hereinafter referred to as the MSCEIT. Participants of the study included 22 middle school principals in Mississippi. There were an average of 45 teachers employed at each middle school. A Pearson product-moment correlation analysis was conducted in order to assess the relationship between principals’ emotional intelligence competencies and teachers’ perceptions of the schools’ climate, as evidenced by responses to the OHI-M. A statistically significant positive relationship was found between the principals’ ability to understand emotions and the teachers’ perceptions of school climate.

A Study on the Relationship Between Schools’ Health and Teachers’ Organizational Commitment

Background: Organizational commitment is one of the most popular work attitudes, studied by the researchers. The high levels of employee commitment lead to several important outcomes at individual and organizational levels. Therefore, it is crucial to identify the factors that influence organizational commitment, with special reference to organizational health. Objectives: The purpose of this study is to examine the relationship between schools’ organizational health and teachers’ organizational commitment in Shiraz high schools. Patients and Methods: The statistical population consisted of Shiraz secondary school male teachers. The multistage cluster random sampling method was used to select 250 subjects based on Kersji and Morgans’ table (1978). The organizational health inventory (OHI) was used to measure the health of secondary schools. An organizational commitment scale was then utilized to measure teachers’ organizational commitment. One-Sample T- test, Pearson correlation and multiple regression tests were used for data analysis. Results: The findings indicated that schools’ organizational health and its dimensions including institutional integrity, consideration, resource support, morale and academic emphasis were at moderate level, but the initiating structure and principal influence were at low level. Also, teacher’s commitment and its dimensions (emotional commitment and continuance commitment) were at moderate level and normative commitment was at high level. The results showed that the correlation between schools’ organizational health and teachers’ commitment was 0.64, and the correlation coefficients between teachers’ commitment and institutional integrity, initiating structure, consideration, principal influence, resource support, morale and academic emphasis were 0.56, 0.44, 0.42, 0.22, 0.26, 0.16 and 0.65, respectively. The results indicated that the correlation between schools’ organizational health and emotional commitment, continuance commitment, and normative commitment were 0.62, 0.32, and 0.66, respectively. Finally, five dimensions of school health- institutional integrity, initiating structure, resource support, morale and academic emphasis positively predicted teacher commitment. Conclusions: The results of the present study are discussed with regard to developing the organizational health of schools and improving the organizational commitment of teachers. In other words, it can be concluded that teachers in a healthy school are committed to teaching and learning.

Relationship between Instructional Leadership and Organizational Health in Primary Schools

The purpose of this study is to determine the relationship between school administrators' instructional leadership behavior and organizational health in primary schools based on the views of some teachers. The participants of the study were 409 classroom teachers working in 21 different primary schools in Ankara. The participants were identified through the use of maximum variance sampling used as purposeful sampling techniques. The data of the study were collected through the administration of the Instructional Leadership Questionnaire and Organizational Health Inventory. The data collected were analyzed using such statistical techniques as arithmetical mean, frequency, percentage, Pearson two-way correlation analysis and multi regression analysis. The findings obtained indicate that there are significant correlations between instructional leadership and organizational health. The results of regression analysis also show that instructional leadership is a significant predictor of organizational health.

The Relationship between Organizational Health Perceptions and Work-Related Behaviors of Physical Education Teachers: An Investigation of Gender Differences

The aim of this study was to examine the relationship between organizational health perceptions and work-related behaviors of physical education teachers in terms of gender differences. A total of 221 physical education teachers (98 females and 123 males) working at primary and secondary education institutions in five towns of Izmir participated in this study. The Organizational Health Inventory (Akbaba, 1997), Work-Related Behaviors and Experience Pattern Scale (Gençer et al., 2010) and a questionnaire consisting of questions designed to obtain the demographic information of the physical education teachers were used in the study. Canonical correlation analysis is used to identify and measure the associations among two sets of variables. As a result of the canonical correlation analysis, sub-dimensions of organizational identity and satisfaction with life were prominent for the overall sample; environmental effectiveness and balance and mental stability for female physical education teachers; and environmental effectiveness and tendency to exert for male physical education teachers. It appeared that interaction and harmony inside and outside the school are important for both female and male physical education teachers. In addition, while it is important to maintain a balance between professional life and family life for female physical education teachers, for male physical education teachers it is important to make an effort to fulfill their work-related tasks ideally due to their responsibilities to their families.

The Study of the Relationship of Organizational Health of the Schools and that of the Student's′ Academic Achievement (A Case Study of High schools of Kohkilouie and Boierahmad Province, Iran 2011)

The purpose of this research was the survey of organizational health relationship of schools with student's academic achievement in secondary schools of kohkilouie and boierahmad province. The method of research was survey and its population was all of secondary schools teachers of kohkilouie and boierahmad province in 2011(2905 people). For determining of sample 340 teachers from 40 secondary schools (20 girls school and 20 boys school) selected as a sample with using of cluster random sampling. The instrument of research was the Organizational health inventory (OHI). In this research, the reliability of questionnaire with Cranach's Alpha was 0/70. In addition it has collected the average scores of these secondary schools students in order to determining of their academic achievement rate. Data canalized with SPSS statistical software. Findings of research showed: Organizational heath in 42/5 percent schools was lower than mean, in 22 percent schools was mediocre and in 35 percent school was more than mean. There was positive and significant relationship between organizational health of schools and academic achievement. There was no significant relationship between organizational health of girls’ schools and boys’ schools except in dimension of scientific emphasis. It means scientific emphasis was in boys’ schools more than girls’ schools. Organizational health of schools had significant effects in academic achievement. This way organizational health predicts 25 percent academic achievement.

Towards a model for research on the effects of school organizational health factors on primary school performance in Trinidad & Tobago

This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools.

Primary principals' leadership styles, school organizational health and workplace bullying

PurposeThe purpose of this paper is to determine the relationships between leadership styles of primary school principals and organizational health and bullying.Design/methodology/approachTwo hypotheses were formulated in relation to the research. Three instruments were used – a multi‐level questionnaire for measuring leadership, an Organizational Health Inventory (OHI‐S), and a negative acts questionnaire (NAQ) for measuring workplace bullying. The questionnaires were administered to 500 teachers working in primary schools in Turkey. Path analysis was conducted using the AMOS programs; other statistical analyses were conducted via LISREL and EQS 6.1 programs.FindingsThere is a positive relationship between transformational leadership acts of principals and organizational health and a negative relationship between the transformational leadership acts of principals and workplace bullying. While a reverse relationship between organizational health and workplace bullying is identified, there is a relationship between transactional leadership acts of principals and organizational health. No relationship between transactional leadership acts of principals and workplace bullying is found.Practical implicationsThese results suggest the desirability of principals striving to improve transformational leadership behaviors in order to develop their schools as healthy organizations and to solve the problem of bullying therein.Originality/valueSeveral resources are provided as tools, such as the NAQ, the OHI‐S, and the multifactor leadership questionnaire. These may be profitably used in similar studies.

Examining the relationship between teacher organizational commitment and school health in Turkish primary schools

The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers.