This thesis explores alienated students' perceptions of the organizational health of a Year 7 to 10 A.C.T. high school. The study emerged at the theoretical level from a concern that school effectiveness studies focussed too narrowly on student academic attainment as an indicator of an effective school. A broader view of effectiveness would hopefully show that in the case of comprehensive co-educational government high schools, student alienation could have a powerful effect in undermining the achievement of academic goals in such schools. Because these schools have little control over their student clientele and require compulsory student attendance until age 15, it seemed a degree of alienation was inevitable. The task for high school administrators, it was hypothesized, lay in minimizing these alienation levels in order to reduce the impact such student alienation might have on other school effectiveness indicators like teacher commitment, teacher morale and time on task in classes. My experience as a practitioner, in the Student Welfare area of a large ACT government high school, also indicated that the traditional "top down" strategy of much research in the field of Educational Administration that concentrated on the perspectives of principals and teachers only gave one view of the processes within a school. The other, complementary "bottom up" view came from students. In particular, it was hypothesized, the perspectives the most alienated students in a government high school held towards the organizational health of the school might represent an unusual test of school effectiveness. This was because the commitment of such students towards the school and its stated academic goals was most problematic. The promotion of a school "culture" or "ethos" that could integrate low level and high level alienation students, and thereby foster school effectiveness, appeared to be possible only to the extent that high level alienation students could be kept on side or neutralized by high school administrators. These speculations were largely confirmed in this study. Apart from the interaction of sex and year level with alienation, the other major finding was that teacher consideration, or the extent to which teachers show concern for students as individuals, was the only organizational health dimension that produced a significant difference between students on the basis of alienation level. In short, the study is not concerned with student alienation as such. Rather it is concerned with understanding how alienated students perceive a relatively effective school. This would hopefully enable that alienation to be minimized and managed.

Studien handlar om hälsofrämjande arbete i en organisation kallad organisation X. Syftet med denna studie är att utifrån Antonovskys begrepp känslan av sammanhang (KASAM) utveckla kunskap om hur en organisations hälsofrämjande insatser stämmer överens med hur personalen uppfattar det hälsofrämjande arbetet. En eventuell skillnad mellan organisationens insatser och personalens uppfattning är viktig att uppmärksamma, då de insatser som görs från organisationens sida är tänkt att främja medarbetarnas deltagande i det hälsofrämjande arbetet och utifrån de förutsättningar som finns i organisationen. Jag utgår från Antonovskys KASAM och använder mig av begrepp som KASAM, hanterbarhet, begriplighet och meningsfullhet, stressorer, salutogenes, patogenes och hälsofrämjande ledarskap.  Empirin består av intervjuer med anställda i organisation X. Resultatet har delats in i två delar, en del som handlar om personalavdelningens uppfattning om det hälsofrämjande arbetet i organisation X och en del om de anställdas uppfattning om organisationens hälsofrämjande arbete.  Själva analysen som genomförs är indelad i olika rubriker. Den slutsats som dras i studien är bl. a att ett hälsofrämjande arbete i organisation X inte bara består av hälsofrämjande aktiviteter i form utav fysiska aktiviteter utan att det handlar även om socialt stöd i form av gemenskap, delaktighet och lärande samt att även om organisationen jobbar med att erbjuda olika hälsofrämjande aktiviteter tycks detta inte räcka. Ytterligare en slutsats som kan dras är hur organisationens insatser stämmer överens med hur personalen uppfattar det hälsofrämjande arbetet.

<p> Healthcare today is constantly transforming as hospital systems are challenged to maximize productivity and value. Factors such as occupational stress, difficult working conditions, unresolved conflict, lack of leadership, and increased complexity of healthcare foster disruptive and uncivil behavior and directly impact work performance, patient safety, and the physical well-being of those providing or supporting the care given to patients. The objectives of this study were to: 1. assess the prevalence of incivility within a large metropolitan healthcare organization, 2. determine differences in the frequency of incivility within select occupational groups, and 3. examine the relation between incivility and productivity, organizational commitment, job satisfaction, and workplace stress. The study was a cross-sectional, correlation design, using survey methodology. Data were collected from employees working in one organization consisting of an acute care facility, outpatient centers, and ambulatory locations. The study population included direct and non-direct patient care job categories and physicians.</p>

The purpose of this descriptive, correlational study was to determine if any significant relationships existed between secondary school teachers’ perceptions of principal leader integrity as measured by the Perceived Leadership Integrity Scale ([PLIS], Craig & Gustafson, 1998) and schools’ organizational health as perceived by secondary school teachers and gauged by the Organizational Health Inventory for Secondary Schools ([OHI-S], Hoy & Feldman, 1987). The study also explored the seven OHI-S dimensions: (1) Institutional Integrity, (2) Initiating Structure, (3) Consideration, (4) Principal Influence, (5) Resource Support, (6) Morale, and (7) Academic Emphasis—and their relationships with the demographics of the sample. The sample involved six hundred fifty (650) Tennessee secondary school teachers identified through a purposive sampling process. These teachers completed both surveys and the requested demographic questionnaire online. Pearson product correlations revealed statistically significant relationships between Perceived Leader Integrity (PLI) and the composite score calculated from the scores of the seven OHI-S dimensions—the Organizational Health Index (OH Index), as well as between PLI and each of the seven OHI-S dimensions. Multiple regression analysis provided closer scrutiny of the data. In terms of the seven dimensions on PLI, this analysis showed the OH Index to have a moderate direct relationship, Consideration to be the strongest indicator, and Institutional Integrity and Academic Emphasis to a have a smaller, but statistically significant relationships. Univariate and multivariate analysis of variance tests were conducted to determine differences between and among PLI, the OH Index, and the demographic variables. Subject taught was strongly significant in relation to the seven OHI-S dimensions. The Tukey HSD and the Bonferroni correction were performed to examine more closely the significant differences found to exist among educational level or total years of teaching experience and the OH Index, as well as each of its seven dimensions. These findings help broaden understanding of the relationship between leadership and ethics. Northouse (2004) suggests that clarification of this relationship can identify implications for policy and decision making. Future research should explore the use of longitudinal or qualitative research methodology to study PLI and organizational health in greater depth.

摘要 本研究旨在探討桃園縣國民中小學校長實施分布式領導及學校組織健康之現況，分析在不同個人背景變項及學校環境背景變項中，教師對校長實施分布式領導的知覺差異情形，並探討實施分布式領導對學校組織健康之影響。 為達上述目的，本研究採用問卷調查法，以桃園縣245所國中小學教師為母群體，採分層隨機抽樣，共計抽取52所國中小，寄發問卷656份，回收比例86%。扣除填答不全的無效問卷後，可用問卷501份，可用率為88％。本研究使用SPSS 17.0 for windows 統計套裝軟體進行統計分析，獲致以下結論： 一、 桃園縣國民中小學教師知覺校長分布式領導及學校組織健康情形為中高程度。 二、 教師知覺分布式領導以「學校文化」感受程度最高，其次為「分享責任」。教師知覺組織健康則以「倡導與關懷」、「教師凝聚力」的感受程度最高。 三、 男性教師知覺校長分布式領導與學校組織健康之程度均高於女性教師。 四、 資深教師在知覺校長分布式領導與學校組織健康之程度均高於年輕或年資少之教師。 五、 兼任行政職務之教師知覺校長分布式領導與學校組織健康之程度均高於導師或專任教師。 六、 不同教育程度之教師在知覺校長分布式領導與學校組織健康之程度無顯著差異。 七、 學校規模為小型(24班以下)之教師，在知覺校長分布式領導與學校組織健康之程度均高於中、大型學校教師。 八、 小學教師在知覺校長分布式領導與學校組織健康之程度均高於國中教師。 九、 校長分布式領導對學校組織健康具有正向且顯著之影響。 最後依據上述結論，提出具體建議，以作為教育行政機關、學校機關首長及學術研究等相關單位參考。 關鍵詞：分布式領導、組織健康 / This research explores the current state of distributed leadership and school organizational health in elementary and junior high schools across Taoyuan County, analyzing how factors including various personal backgrounds and school environments affect the results of this research. In addition, the degree of awareness displayed by teachers concerning distributed leadership as well as the effect of distributed leadership on school organizational health is explored. In order to achieve the above, this research utilizes survey methodology with the teachers of the 245 elementary and junior high schools in Taoyuan County as the entire population under study. With random, stratified sampling, 656 questionnaires were sent to teachers across 52 schools with an 86% reply rate. Out of the returned questionnaires, 88% were valid, a total of 501 questionnaires. The results were tabulated and analyzed using the SPSS 17.0 for Windows program and the following conclusions were obtained: 1. The level of awareness of the teachers of Taoyuan County’s elementary and junior high schools of distributed leadership and school organizational health is moderately high. 2. Teachers are most aware of the “school culture” and secondly the “shared responsibility” aspects of distributed leadership. Teachers are most aware of the “initiating structure and consideration” and secondly the “teacher affiliation” aspects of school organizational health. 3. Overall, male teachers possess a higher level of awareness of distributed leadership and school organizational health than do female teachers. 4. Senior, more experienced teachers are more aware of distributed leadership and school organizational health than are junior, less experienced teachers. 5. Teachers who also perform administrative duties demonstrate a higher degree of awareness of distributed leadership and school organizational health than do counselors or teachers who do not perform administrative duties. 6. Teachers with varying levels of education do not display significant difference regarding awareness of distributed leadership and school organizational health. 7. Teachers of smaller schools (with less than 24 classes) are generally more aware of distributed leadership and school organizational health than are teachers are larger schools. 8. Elementary school teachers possess a higher level of awareness of distributed leadership and school organizational health than do junior high school teachers. 9. Distributed leadership has a positive correlation and significant effect on school organizational health. Based on the conclusions listed above, I have made practical suggestions that educational administrative institutions, school institutions and research institutions could use as reference. Terms: Distributed leadership, school organizational health

Thesis (Ph.D.)--University of California, San Francisco, 2008. / Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3767. Adviser: Carroll L. Estes.

Indiana University-Purdue University Indianapolis (IUPUI) / Creating a culture of health within an organization offers benefits such as reducing costs and supporting employees in becoming and staying healthy. A variety of health and wellness programs within an organization are important for establishing a culture of health. These programs are supported communicatively to encourage employee participation and healthful behavior changes. Recognized for their success in creating a culture of health, a group of organizations, distinguished as 5-Star AchieveWELL organizations, offer an opportunity to identify messaging strategies effective at promoting health and wellness within the workplace and therefore, creating a culture of health. The goals of this study included learning successful organization’s communication strategies utilized to create a culture of health, understanding how new employees are socialized into this culture, identifying how employees may resist the culture, and exploring how resistance is addressed. Based on in-depth interviews with 19 5-Star AchieveWELL organizational representatives and grounded theory analysis of collected data, evident themes related to the goals of this study were identified. Key communication strategies to support a culture of health include using multiple communication channels, demonstrating leadership support, and being willing to adapt and change over time. New employees are socialized into the culture of health during the recruitment process as well as new employee orientation. Resistance to health and wellness occurs in the form of non-participation and employee push-back, with this resistance often being met with compassion. These results offer practical implications for organizations desiring to create a culture of health as well as theoretical implications for scholars studying organizational socialization.

Health literacy (HL) is defined as the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Low HL has been associated with poorer self-reported health status, inability to manage chronic conditions, and less use of preventive services. More research is needed to explore the relationship between HL and sugar-sweetened beverage (SSB) intake and physical activity (PA). Although numerous HL interventions are evident in the literature, those that test HL as a moderator of effectiveness are lacking. Additionally, it has been recognized that systems-level HL efforts are necessary to lessen the burden of low HL. This dissertation addresses these needs with three unique studies that took place within the rural, medically underserved southwest Virginia region. Study 1 was a secondary analysis that examined the relationship and responsiveness of the Stanford Leisure-Time Activity Categorical Item (L-Cat) and adapted Godin Leisure-Time Exercise Questionnaire (GLTEQ) and determined if baseline HL status moderated intervention effects. There was high agreement L-Cat and adapted GLTEQ for classifying individuals as meeting PA recommendations. Baseline HL status did not moderate change in L-Cat or adapted GLTEQ measures. Study 2 was a secondary analysis that determined if 6-month change in SSB intake predicted 6-month change in body mass index (BMI), weight, and quality of life (QOL), and determined if HL moderated these relationships. The regression models for weight and QOL were not significant. The BMI model was significant. Six-month change in SSB intake, experimental condition, and age were significant predictors for the BMI model. As hypothesized, HL did not moderate relationships in any models. Study 3 details a multilevel mixed-methods needs assessment and collaboratively developed organizational HL improvement plan within the Virginia Department of Health (VDH). Staff responses revealed about half reported doing well across HL domains (written communication, oral communication, self-management and empowerment, supportive systems). However, needs were observed across all domains, with most improvement needed in written communication domain. There were significant correlations between clients' HL status and their perceptions of VDHs' HL practices, indicating potential areas of improvement within VDH. / Ph. D. / Health literacy is defined as the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Low health literacy has been associated with poorer self-reported health status, inability to manage chronic conditions, and less use of preventive services. More research is needed to explore the relationship between health literacy and sugar-sweetened beverage intake and physical activity. Specifically, interventions that test the moderation of health literacy (i.e., how health literacy affects the strength of a relationship) are needed. Additionally, it has been recognized that systems-level health literacy efforts are necessary to lessen the burden of low health literacy. This dissertation addresses these needs within the rural, medically underserved southwest Virginia region. Study 1 aimed to test the utility of two physical activity measures (Stanford Leisure-Time Activity Categorical Item and adapted Godin Leisure-Time Exercise Questionnaire) with a population of varying health literacy status with hopes of coming closer to identifying pragmatic standardized assessment of and detection of clinically meaningful change in physical activity behaviors, and to determine if health literacy moderated this change. Study 2 expanded upon existing research that has determined that a decrease in sugar-sweetened beverage intake can result in a decrease in weight and body mass index (BMI), and improvement in quality of life (QOL) by aiming to determine if six-month change in SSB intake predicted six-month change in BMI, weight, and QOL and if health literacy moderated these relationships. Study 3 responds to national and state-wide initiatives by detailing the first use of the AHRQ Toolkit within a public health setting, Virginia Department of Health, to conduct a needs assessment and organizational health literacy improvement plan.

本研究旨在探討花蓮縣國民小學學校組織健康和教師組織信任之關係。主要採取調查研究法，以花蓮縣102所公立國民小學教師為研究對象，抽取438位教師為樣本，回收有效問卷309份，以描述性統計分析、t考驗、單因子變異數分析、薛費法事後比較、皮爾遜積差相關及逐步多元迴歸分析等方法進行問卷資料之統計分析，依據研究結果，歸納出下述結論： 一、國民小學教師於學校組織健康知覺情形良好，其中以「重視學生學業成就」向度知覺程度最高，「資源影響性」向度知覺程度最低。 二、國民小學教師組織信任知覺情形良好，其中以「信任校長」向度知覺程度最高，「信任學校」向度知覺程度最低。 三、不同學校規模於學校組織健康之資源影響性向度上有顯著差異。 四、不同服務年資於教師組織信任各向度及整體上有顯著差異；擔任職務的不同於教師組織信任之信任同儕向度上有顯著差異。 五、國民小學學校整體組織健康與整體教師組織信任呈現高度正相關，其餘各向度之間均為中度正相關，且各向度及整體間均達.01顯著水準。 六、國民小學學校組織健康能有效預測教師組織信任。 根據上述研究結果提出具體建議，以供教育行政主管機關、學校教育工作者和未來相關研究之參酌。 關鍵字：學校組織健康、教師組織信任 / This study aimed to investigate the relationship between organizational health and teacher’organization trust in Hualian elementary schools. Survey research was adopted. The subjects of this study were teachers in 102 public elementary schools of Hualian county. 438 questionnaires were distributed; 309 questionnaires were available. Descriptive statistical analysis, t-test, one way analysis of variance, scheffe post hoc comparison test, Pearson product-moment correlation and multiple stepwise regression analysis were utilized to perform the statistical analysis of data. Based on the results of this study, the conclusions were drawn as below: 1. The awareness of elementary school teachers on the school organizational health is good. Among them, “Academic emphasis” ranks the top of all dimensions; “Resource influence” is the lowest dimension. 2. The awareness of elementary school teachers on the teacher’organizational trust is good. Among them, “Trust in the principal” ranks the top of all dimensions; “Trust in the school” is the lowest dimension. 3. There were significant differences in “Academic emphasis” of the school organizational health 4. Different service years have significant different dimensions of the teacher’organizational trust and overall dimensions; different positions have significant different dimensions of trust in colleagues under the item of the teacher’ organization trust. 5. There is a high positive correlation between the overall school organizational health and the overall teacher’organizational trust in elementary schools. Other dimensions have moderate positive correlations and the correlations between different dimensions and the overall dimension reach the significant level of 01. 6. The organizational health of elementary schools can effectively predict teacher’organizational trust. Specific suggestions were put forward based on the above results of study, which could be used as references for educational administration authorities, school educators and future related researches. Keywords: School Organizational Health, Teacher’Organizational Trust

Diss. (sammanfattning) Linköping : Linköpings universitet, 2007. / Härtill 5 uppsatser.