@article{ref1,
title="The organizational health of urban elementary schools: school health and teacher functioning",
journal="School mental health",
year="2013",
author="Mehta, Tara G. and Atkins, M. Stella and Frazier, Stacy L.",
volume="5",
number="3",
pages="144-154",
abstract="This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy et al. in Open schools/healthy schools: measuring organizational climate. Sage, Beverly Hills, CA, 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. <br><br>RESULTS indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al. in Open schools/healthy schools: measuring organizational climate. Sage, Beverly Hills, CA, 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.<p /><p>Language: en</p>",
language="en",
issn="1866-2625",
doi="10.1007/s12310-012-9099-4",
url="http://dx.doi.org/10.1007/s12310-012-9099-4"
}