Bevans Katherine, Bradshaw Catherine, Miech Richard, Leaf Philip
Children's Hospital of Philadelphia, CHOP North, Room 1584, Philadelphia, PA 19104, USA.
J Sch Health. 2007 Aug;77(6):294-302. doi: 10.1111/j.1746-1561.2007.00210.x.
An organizationally healthy school environment is associated with favorable student and staff outcomes and thus is often targeted by school improvement initiatives. However, few studies have differentiated staff-level from school-level predictors of organizational health. Social disorganization theory suggests that school-level factors, such as faculty turnover, student mobility, and concentration of student poverty, would be negatively associated with school organizational health, but these relationships may be moderated by staff-level factors.
The present study examined the association among school- and staff-level predictors of staff-perceived school organizational health (eg, academic emphasis, collegial leadership, and staff affiliation), as measured by the Organizational Health Inventory.
Multilevel analyses on data from 1395 staff across 37 elementary schools indicated that school membership accounted for between 26% and 35% of the variance in different components of staff-perceived organizational health. Two-level hierarchical analyses indicated that both school- and staff-level characteristics are important predictors of organizational health. Furthermore, some school and staff characteristics interacted to predict staff affiliation and collegial leadership.
Findings suggest that factors at both the school and staff level are important potential targets for school improvement. Administrators aiming to improve relationships among staff members should be cognizant of staff-level characteristics (race, age, and role in school) associated with less favorable perceptions of the school environment, whereas efforts to enhance student work ethic and discipline should target schools with specific school-level characteristics (high rates of faculty turnover and student mobility).
一个组织健康的学校环境与学生和教职工的良好成果相关联，因此常常成为学校改进举措的目标。然而，很少有研究区分组织健康在教职工层面和学校层面的预测因素。社会失序理论表明，学校层面的因素，如教师流动率、学生流动率和学生贫困集中度，与学校组织健康呈负相关，但这些关系可能会受到教职工层面因素的调节。
本研究考察了通过组织健康量表测量的教职工对学校组织健康的认知（如学术重点、合作领导和教职工归属感）在学校层面和教职工层面预测因素之间的关联。
对来自37所小学的1395名教职工的数据进行的多层次分析表明，学校成员因素在教职工对组织健康不同组成部分的认知差异中占26%至35%。二级分层分析表明，学校层面和教职工层面的特征都是组织健康的重要预测因素。此外，一些学校和教职工特征相互作用，以预测教职工归属感和合作领导。
研究结果表明，学校层面和教职工层面的因素都是学校改进的重要潜在目标。旨在改善教职工之间关系的管理人员应认识到与对学校环境不太有利认知相关的教职工层面特征（种族、年龄和在学校中的角色），而增强学生职业道德和纪律的努力应针对具有特定学校层面特征（教师流动率和学生流动率高）的学校。
