THE Organizational Climate Description for Secondary Schools (OCDQ-RS)
Hoy et al‚ 1991
جو سازمانی دبیرستان
1. The mannerisms of teachers at this school are annoying.
2. Teachers have too many committee requirements.
3. Teachers spend time after school with students who have individual problems.
4. Teachers are proud of their school
5. The principal sets an example by working hard himself/herself.
6. The principal compliments teachers.
7. Teacher-principal conferences are dominated by the principal.
8. Routine duties interfere with the job of teaching.
9. Teachers interrupt other faculty members who are talking in faculty meetings.
10.Student government has an influence on school policy.
11.Teachers are friendly with students.
12.The principal rules with an iron fist.
13.The principal monitors everything teachers do.
14.Teachers' closest friends are other faculty members at this school.
15.. Administrative paper work is burdensome at this school.
16.Teachers help and support each other.
17.Pupils solve their problems through logical reasoning.
18.The principal closely checks teacher activities.
19.The principal is autocratic.
20.The morale of teachers is high.
21.Teachers know the family background of other faculty members.
22.Assigned non-teaching duties are excessive.
23.The principal goes out of his/her way to help teachers.
24.. The principal explains his/her reason for criticism to teachers.
25.The principal is available after school to help teachers when assistance is needed.
26.Teachers invite other faculty members to visit them at home.
27.Teachers socialize with each other on a regular basis.
28.Teachers really enjoy working here.
29.The principal uses constructive criticism.
30.The principal looks out for the personal welfare of the faculty.
31.The principal supervises teachers closely.
32.The principal talks more than listens.
33.Pupils are trusted to work together without supervision.
34.Teachers respect the personal competence of their colleagues.
شرح سایت روان سنجی: این ابزار به بررسی رفتار حمایتی، رفتار دستوری، رفتار متعهدانه، رفتار مداخله جویانه و رفتار دوستانه می پردازد.
با سپاس فراوان از آقای دکتر علی عسگری که با در اختیار گذاشتن نشانی ابزار و این برگردان کوشش خود را با دیگران سهیم شده اند.
خرده مقیاس ها و اعتبار:
Supportive (.91)‚ Directive (.87)‚ Engaged (.85)‚ Frustrated (.85)‚ and Intimate (.71).
نمره گذاری:
1="rarely occurs"‚ 2="sometimes occurs"‚ 3="often occurs"‚ and 4="very frequently occurs."
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
Standardized Scores = [100(Items mean- mean)/ std] +500
چگونگی دسترسی:
منبع و ماخذ:
http://www.waynekhoy.com
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.