بررسی ساختار عاملی، روایی و پایایی پرسشنامه سلامت سازمانی مدرسه (SOHQ) در نمونه‌ای از معلمان ایرانی
محورهای موضوعی : روانشناسی تربیتی
1 - استادیار دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان
کلید واژه: روایی, معلمان, روانسنجی, پایایی, سلامت سازمانی مدرسه,
چکیده مقاله :
هدف اصلی در پژوهش حاضر، بررسی ساختار عاملی، روایی و پایایی پرسشنامه سلامت سازمانی مدرسه (SOHQ) در نمونه‌ای از معلمان ایرانی بود. به این منظور، از بین کلیه معلمان شهرستان های اشکذر و میبد در تمامی دوره های تحصیلی، 448 معلم به صورت نمونه گیری تصادفی طبقه‌ای انتخاب شدند و به پرسشنامه‌های سلامت سازمانی مدرسه هارت و همکاران (2000)، تعهد سازمانی مادوی و همکاران (1979) و وضعیت محیط مدرسه رنتول و فریزر (1983) پاسخ دادند. در نهایت، داده‌های گردآوری شده با استفاده از تحلیل عاملی تأییدی، همبستگی پیرسون و آزمون t مستقل مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها نشان داد که پرسشنامه سلامت سازمانی مدرسه از روایی محتوایی و صوری قابل قبولی برخوردار بود. همچنین، ساختار عاملی سه فرم 54 سؤالی، 38 سؤالی و 16 سؤالی این پرسشنامه، با استفاده از تحلیل عاملی تأییدی، مورد تأیید قرار گرفت. پرسشنامه سلامت سازمانی مدرسه دارای روایی تمایزی معنی داری بود، همچنین روایی همگرای معنی داری با تعهد سازمانی معلم و جو سازمانی مدرسه داشت. پایایی بازآزمایی این پرسشنامه در فرم های 54 سؤالی، 38 سؤالی و 16 سؤالی به ترتیب برابر 71/0، 78/0، و 81/0 و آلفای کرونباخ آن به ترتیب 94/0، 87/0 و 76/0 بود. به طور کلی، بررسی یافته‌های پژوهش نشان می دهد که نسخه فارسی پرسشنامه سلامت سازمانی مدرسه هارت و همکاران (2000) در نمونه معلمان ایرانی شرکت کننده در پژوهش حاضر دارای روایی و پایایی قابل قبولی بود
The main purpose of the present study was to investigate the factor structure, validity and reliability of school organizational health questionnaire (SOHQ) in a sample of Iranian teachers. From among all teachers of Ashkezar and Meybod, 448 teachers were selected by categorical random sampling who completed school organizational health (Hart, et al, 2000), organizational commitment (Mowday, et al, 1979) and School Level Environment questionnaires (Rentoul & Fraser, 1983). The data were analyzed using structural equation modeling, Pearson correlation, and independent t test. The results showed that SOHQ has good face and content validity. The factor structures of 54-, 38-, and 16-item questionnaires of SOHQ were confirmed using confimatory factor analysis. The SOHQ had significant discriminatory validity and also a significant convergent validity with teachersʼ organizational commitment and school organizational climate. Test-retest reliability of 54, 38 and 16- item forms of SOHQ were .71, .78 and .81 respectively. The Cronbach alphas of SOHQ were .94, .87 and .76 in 54, 38 and 16- items forms, respectively. Generally, the results show that the Farsi version of SOHQ has a good validity and reliability in the sample of Iranian teachers participated in the present study
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Alagheband, A. (1999). School organizational health. Journal of Management in Education, 6, 14-33. [In Persian]
Alagheband, A. (2011). Sociology of Education. Tehran: Ravan Pub. [In Persian]
Beykzad, j., Sarmast, B., & Khishi B. (2010). The study of the relationship between the organizational health of schools and the school managers’ performance in Maraqeh. Journal of Instruction and Evaluation, 1(2), 175-193. [In Persian]
Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2014). Promoting an equitable and supportive school climate in high schools: The role of school organizational health and staff burnout. Journal of School Psychology, 52(6), 567-582.
Bruhn, J. G. (2001). Trust and the health of organisations. New York: Kluwer Academic/Plenum Publishers.
Burns, R. A., & Machin, M. A. (2013). Employee and workplace well-being: A multi-level analysis of teacher personality and organizational climate in Norwegian teachers from rural, urban and city schools. Scandinavian Journal of Educational Research, 57(3), 309-324.
Claudet, J. G., & Ellett, C. D. (1999). Conceptualization and measurement of supervision as a school organizational climate construct. Journal of Curriculum and Supervision, 14(4), 318.
Ghasemi, V. (2010). Structural modeling in social science research. Tehran: Jamee Shenasan Pub. [In Persian]
Gotts, G., & Cox, T. (1988). Stress Arousal Checklist. A manual for its administration, scoring and interpretation. Melbourne: Swinburne.
Griffin, M. A., Rafferty, A. E., & Mason, C. M. (2004). Who started this? Investigating different sources of organizational change. Journal of Business and Psychology, 18(4), 555-570.
Guidetti, G., Converso, D., & Viotti, S. (2015). The school organisational health questionnaire: contribution to the Italian validation. Procedia-Social and Behavioral Sciences, 174, 3434-3440.
Halpin, A. W., & Croft, D. B. (1962). The organizational climate of schools (Vol. 11, No. 7). Midewest Administration Center, University of Chicago.
Hart, P. M., Wearing, A. J., Conn, M., & Carter, N. L. (2000). Development of the School Organisational Health Questionnaire: A measure for assessing teacher morale and school organisational climate. British Journal of Educational Psychology, 70(2), 211-228.
Hoy, W. K., & Fedman, J. A. (1987). Organizational Health: The Concept and Its Measure. Journal of research and Development in Education, 20(4), 30-37.
Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290-311.
Hoy, W.K., & Miskel, C.E. (2005). Educational Administration: Theory, Research and Practice. (7th edition), New York: McGraw-Hill.
Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Thousand Oaks: Corwin Press.
Hoy, W. K., Tarter, C. J., & Bliss, J. R. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26(3), 260-279.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The elementary school journal, 355-372.
Human, H. A. (2001). Educational and psychological measurement and test development techniques. Tehran: Selseleh Press. [In Persian]
Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers∍ Perceptions of School Climate: A Validity Study of Scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67, 833-844.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurements, 30(3), 607-10.
Lawshe, C. H. (1975). A quantitative approach to content validity1. Personnel psychology, 28(4), 563-575.
Lee, J. C., Chen, C. L., & Xie, S. H. (2014). The influence of school organizational health and occupational burnout on self-perceived health status of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 985-989.
Lemerle, K. A. (2005). Evaluating the impact of the school environment on teachers' health and job commitment: Is the health promoting school a healthier workplace?. Unpublished Dissertation, Queensland University of Technology.
Lodahl, T. M., & Kejner, M. (1965). The definition and measurement of job involvement. Journal of Applied Psychology, 49, 24-33.
Lyden, J. A., & Klingele, W. E. (2000). Supervising organizational health. Supervision, 61(12), 3-6.
Mehta, T. G., Atkins, M. S., & Frazier, S. L. (2013). The Organizational health of urban elementary schools: school health and teacher functioning. School Mental