Mehta Tara G, Atkins Marc S, Frazier Stacy L
Department of Psychiatry, Institute for Juvenile Research, University of Illinois at Chicago IL.
School Ment Health. 2013 Sep 1;5(3):144-154. doi: 10.1007/s12310-012-9099-4.
This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.
本研究对203名在19所高贫困率城市学校工作的教师样本进行了组织健康量表-小学版（OHI-E；霍伊、塔尔特和科特坎普，1991）的因素结构分析，并探讨了学校组织健康与教师效能感、教师压力和工作满意度之间的关联。结果表明，与原始样本中的学校群体相比，OHI-E具有相似的因素结构（霍伊等人，1991），并且组织健康的特定组成部分，如积极的学习环境，与教师效能感、压力和满意度相关。总体而言，在高贫困率的城市学校中，教师与同事、学校领导和学生的关系显得尤为关键。文中还提出了与改善高贫困率城市学校相关的研究和实践建议。
