The theory-driven Organizational Health Inventory (OHI) was compared to the empirically derived Organizational Climate Description Questionnaire (OCDQ-RS) in predicting student achievement and teachers' commitment to the school. After controlling for the socioeconomic status of the 58 secondary schools in the sample, only academic emphasis, a subtest of the OHI, made a significant contribution to student achievement. While both instruments predicted commitment, the OHI explained more of the variance. The findings suggest that, at best, the influence of the principal is indirect on school achievement but direct on commitment. Further application of both the OHI and OCDQ-RS is recommended.
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