The Development of the Organizational Climate Index for High Schools: Its Measure and Relationship to Faculty Trust

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The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate (2018, result): “Consistent with these findings, previous studies supported that principals possess an essential position in the school in terms of establishing a positive school climate (Bellibas, 2015; Hoy et al., 2002; Hughes & Pickeral, 2013; Randeree & Chaudhry, 2012).”
School Climate: The Interplay between Interpersonal Relationships and Student Achievement (2006, positive): “This new measure was substituted for the environmental press dimension of the Organizational Climate Index (Hoy et al., 2002) in the conceptualization of school climate used in this study.”
A CORRELATIONAL ANALYSIS OF SERVANT LEADERSHIP AND SCHOOL CLIMATE (2010, background): “The results from the OCDQ-RE data in the current study support the notion that in a healthy, open school environment, administrators, teachers, and students have a positive relationship with one another (Hoy et al., 2002).”
The relations between the student–teacher trust relationship and school success in the case of Korean middle schools (2007, background): “Feelings of trust relatedness tapped by measures of school climate (e.g. TschannenMoran & Hoy, 1998; Smith, 2003) and quality of school community members’ trust relationships have been linked to school success (e.g. Bryk & Schneider, 2002; Lee, 2005).”