This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kottkamp, R. B. Articles by Hoy, W. K. Search for Related Content Social Bookmarking                         What's this?

Secondary School Climate: A Revision of the OCDQ

John A. Mulhern

Wayne K. Hoy

A new school climate measure, the Organizational Climate Description Questionnaire-Rutgers Secondary (OCDQ-RS), based on the concept of open to closed climate (Halpin & Croft, 1963), was developed expressly for secondary schools. A sample of teacher respondents from 78 New Jersey high schools was used. Exploratory and replicatory factor analyses of items aggregated to the school level were conducted using independent samples in order to assess factor stability and construct validity. Five stable and reliable first-order factors emerged: Principal Supportive Behavior, Principal Directive Behavior, Teacher Engaged Behavior, Teacher Frustrated Behavior, and Teacher Intimate Behavior. Second-order factor analysis showed that the first four factors may be used as an index of climate along a continuum of open to closed.

Educational Administration Quarterly, Vol. 23, No. 3, 31-48 (1987)
DOI: 10.1177/0013161X87023003003


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. S. Cushing, R. H. Horner, and H. Barrier Validation and Congruent Validity of a Direct Observation Tool to Assess Student Social Climate Journal of Positive Behavior Interventions, October 1, 2003; 5(4): 225 - 237. [Abstract] [PDF]

				R. Bogler The Influence of Leadership Style on Teacher Job Satisfaction Educational Administration Quarterly, December 1, 2001; 37(5): 662 - 683. [Abstract] [PDF]

				F. Wai Ming Tam and Yin Cheong Cheng A Typology of Primary-school Environments: Synergetic, Headless, Mediocre and Disengaged Educational Management Administration Leadership, July 1, 1996; 24(3): 237 - 252. [Abstract]

				L. M. Coyle and A. E. Witcher Transforming the Idea into Action: Policies and Practices to Enhance School Effectiveness Urban Education, January 1, 1992; 26(4): 390 - 400. [Abstract]

				Y. C. Cheng Organizational Environment in Schools: Commitment, Control, Disengagement, and Headless Educational Administration Quarterly, November 1, 1991; 27(4): 481 - 505. [Abstract]

				W. K. Hoy, C. J. Tarter, and J. R. Bliss Organizational Climate, School Health, and Effectiveness: A Comparative Analysis Educational Administration Quarterly, August 1, 1990; 26(3): 260 - 279. [Abstract]

				R. H. Heck, T. J. Larsen, and G. A. Marcoulides Instructional Leadership and School Achievement:Validation of a Causal Model Educational Administration Quarterly, May 1, 1990; 26(2): 94 - 125. [Abstract]

				C. J. Tarter, J. R. Bliss, and W. K. Hoy School Characteristics and Faculty Trust in Secondary Schools Educational Administration Quarterly, August 1, 1989; 25(3): 294 - 308. [Abstract]