The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health of school (the abbreviation OHI for the organizational health of school) influence teachers' professional identity (the abbreviation PI for professional identity). The participants were 125 middle school teachers from China. They completed online surveys that measured these three variables and some demographics such as gender, salary and school size. The results revealed that there were significant correlations between the OHI and PI, PTE and PI, and OHI and PTE. Except for gender and salary, there was no statistically significant difference in PI between groups of different school size, educational background, type of teaching job, and years of teaching experience. The findings also indicated that OHI mediated the relationship between PTE and PI. Furthermore, a multiple linear regression model was used to predict teachers' PI based on OHI, PTE, and gender. Finally, a statistically significant difference was found on role values (subscale of teachers' professional identity) between tension group (high PTE while low OHI or low PTE while high OHI) and non-tension group (PTE and OHI are at the same level). These findings depict the interactions between PTE and OHI and its influence on PI of Chinese middle school's beginning teachers. The researcher also proposes the next question for further research and makes some practical suggestions for educational policy makers, schools, and individual teachers to improve their PI.

This research studied the relationship between the levels of Participation in Decision Making and the levels of Organizational Health. In collecting the information, thirty four full-time teachers in a Catholic school in Yogyakarta Indonesia are asked to evaluate the levels of participation they actually have experienced. The gap between the levels of participation they wanted and the levels of participation they actually have experienced express their levels of satisfaction to their levels of participation. Moreover, the teacher respondents are also asked to evaluate the levels of Organizational Health they perceived. The result of the study show that the levels of participation, both teachers' desired participation and actual participation are not always significantly correlated to the levels of Organizational Health they perceive. Such significant relationship between the levels of participation and the levels of Organizational Health only occur in some areas of decision making and some dimensions of Organizational Health. In addition, satisfied teachers and dissatisfied teachers are not always different in their perception of the levels of Organizational Health. Such significant differences only occur in some areas for decision making and some dimensions of Organizational Health.

Thesis (Ph.D.)--University of California, San Francisco, 2009. / Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2206. Advisers: Mary A. Blegen; Charlene A. Harrington. Includes supplementary digital materials.

<p> The problem addressed was the low job satisfaction levels of nurses and subsequent nurses' decision to leave the organization. The quantitative correlational survey study involved determining whether a relationship exists between nurses&rsquo; perceptions of nurse managers&rsquo; leadership style and nurses&rsquo; job satisfaction. Eighty-three fulltime medical surgical intensive care nurses in two hospitals in Phoenix, Arizona, completed the Job Description Index for Jobs in General (JID/JIG) and the Multifactor Leadership Questionnaire (MLQ, Form 5X). The results suggest a significant, positive correlation between job satisfaction and perceptions of nurse managers' leadership style by nurses. Nurses with the highest satisfaction scores in three of the six subscales perceived their managers used the transformational leadership style. The mean score for nurses whose managers were rated as transactional was higher than the mean score for nurses whose managers were rated as passive-avoidant. The promotion and supervision subscales and the job in general scale showed a significant relationship with transformational leadership. Implications for healthcare administrative leaders include hiring transformational managers to increase job satisfaction in nurses and offer nurses opportunities for promotion and training.</p>

<p> The purpose of this correlational, quantitative research study was to determine if a relationship existed between employee perceived levels of servant leadership in healthcare leaders and employee satisfaction in New York City public hospital emergency rooms. The effect of servant leadership on improving employee satisfaction in New York City public hospital emergency rooms (ER) was unknown. The theoretical foundation of the study, servant leadership, supported the premise that employee perceptions of servant leadership characteristics influenced employee job satisfaction within public hospital settings in New York City. One hundred and seventeen employees completed the Organizational Leadership Assessment and the Minnesota Survey Questionnaire, and the data were analyzed through the utility of SPSS v. 19. The results revealed a statistically significant relationship between servant leadership and employee general job satisfaction (<i>r</i> = .191; <i>p</i> &lt; 0.05). The findings of this research study are important with regard to the following areas: (a) providing information to healthcare administrators regarding the usefulness of servant leadership in the improvement of employee and patient satisfaction, (b) creating a positive working environment for employees, (c) creating satisfied employees and patients, and (d) improving organizational performance.. The study adds to the research in the area of servant leadership and its potential to impact healthcare organizations and people. </p><p> <i>Keywords:</i> servant leadership, employee satisfaction, patient satisfaction.</p>

<p> This exploratory research increases knowledge and understanding of blame in the workplace. Attribution theory, moral philosophy, and social cognition provided a theoretical framework to understand individual blame determination as a precursor to understand systemic blame. Systemic blame is informed by complex systems theory and research on "no blame" cultures in a healthcare setting. </p><p> Interpretive description, supported by applied thematic analysis, provided the methodological framework for this qualitative study. The 17 senior leaders interviewed for this research study were selected through purposive sampling, and individually had an average 28 years of experience in healthcare. The semi-structured interviews were designed to gather experiences and stories that informed the participants' perspectives on blame in the workplace. </p><p> Constant comparative thematic analysis of the data resulted in four main findings. First, blame is prevalent in the workplace. Second, blame begets blame through a vicious cycle of blame. In this cycle there is often unwarranted blame. Blame feels bad, which results in fear of blame and avoidance of blame. One way to avoid blame is to blame someone else. This positive reinforcing feedback loop of blame creates a culture of blame. Third, a culture of blame includes characteristics of risk aversion and mistrust. Risk aversion decreases innovation, and mistrust decreases transparent communication. Fourth, blame has an inverse relationship to accountability, where less blame may result in more accountability. These findings both confirm and contradict the current literature. The resulting conclusion is blame is not a game.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4036. Adviser: John C. Lammers. Includes bibliographical references (leaves 77-91) Available on microfilm from Pro Quest Information and Learning.

Background: Health systems around the world are facing significant shifts in demographic profiles due to increasing ethnic, cultural and linguistic diversity of populations they serve. However, the provision of health care and health services in the language of the minority has been difficult and inconsistent. The concept of the health-literate organization has been developed amid growing recognition that system changes are needed to align health-care delivery with the needs, skills, and abilities of the population. Despite the recent proliferation of research on health literacy, studies of organizational health literacy are still uncommon. Objective: This dissertation addresses the concept and practical application of “organizational health literacy” in the context of an active offer of health services in French in Ontario, Canada. I attempt to answer the question “How can health literacy advance the development of health-care designs that are responsive and accessible to official language minority?” Methods: My research consists of a three-part project that used health services research methodology and has been accomplished in academic partnership with the French Language Health Services Network of Eastern Ontario. I first conducted a review both of the literature on health literacy in linguistic minorities and of the content of organizational health literacy guides. Using a practical example of an active offer of French-language services in Ontario, I applied the organizational health-literacy framework in order to examine the strategies used by health-care organizations to provide for the active offer of health services in French. My analysis focuses on health-literacy dimensions (e.g., access and navigation, communication), quality improvement characteristics (e.g., assessment, improvement actions), and also organizational-level changes (e.g., administrative strategies, direct client services, governance). A focus group of health-care administrators provided a unique insight into the planning and implementation of the active offer and organizational health literacy and associated challenges. Results: Overall, my results show that, although organizational changes may be implemented with the purpose of improving the quality of care by providing linguistically appropriate services, these changes are largely insufficient to achieve this goal. Conclusions: The concept of organizational health literacy has not yet received the attention it deserves, but its relevance is clear: Health-care organizations must be health-literate to be able to address healthcare needs of their diverse patients. There is a significant gap between where health services are and where they ought to be to satisfy the designation criteria for the active offer of services in French. The concept and the novel theoretical framework of organizational health literacy offers the potential of improving and strengthening the process of designation and planning of an active offer of health services in French.

The purpose of this study was to survey the levels of job satisfaction among full-time faculty members at a selected Mississippi community college using the constructs of Herzberg’s Motivation-Hygiene Theory as defined by Wood (1973). The researcher used Wood’s 1976 refined Faculty Job Satisfaction/Dissatisfaction Scale to discover the participants’ levels of total job satisfaction; to discover the participants’ levels of overall job satisfaction; to compare the means of total job satisfaction factors to the mean of total job satisfaction; and to examine the correlation of the faculty’s mean responses to the total job satisfaction individual questions to the mean of the overall job satisfaction. The target population of this study was all full-time faculty at a Mississippi community college. The population consisted of 152 full-time faculty members. The findings of the survey indicated that the 85 participants were moderately satisfied with their jobs. The survey was designed to incorporate 2 treatments to ask the respondents to answer questions about job satisfaction. The participants chose a higher value on the Likert scale when asked the single question relating to overall job satisfaction. When the information was broken down into factors, the participants rated their job satisfaction lower. The Wilcoxon results stated the 2 treatments were significant at alpha level .05, and the null hypothesis was rejected, meaning there was a difference in the responses with two treatments of surveying respondents.

Background: Adolescents need to develop health literacy skills to participate in making decisions about their health care. Organizational health literacy facilitates patient understanding of health information, care access, and self-management. Methods: A literature review and qualitative case study were conducted to explore adolescent health literacy within an organizational context of an adolescent scoliosis program. Results: Adolescent health literacy is more nuanced than numeracy and reading levels. Yet, little is known about how organizations (including clinicians) support adolescent health literacy. Interviews with health care professionals in a pediatric tertiary hospital related health literacy to scoliosis patient education but did not address other factors associated with adolescents’ ability to navigate health systems. Organizational documents did not adequately support healthcare professionals in promoting the health literacy of adolescent scoliosis patients. Conclusion: Organizational supports are needed to build health literacy capacity amongst adolescents receiving scoliosis care and clinicians need help to leverage the supports that are in place.