The present study investigated the relationship between teachers' ratings of the organizational health of the school and the level of workplace bullying experienced. The relationship between organizational health, bullying, and the staff level factors of gender and age were analyzed. The study examined the survey ratings of 52 teachers from a large K-8 urban school on two measures of school climate--the Organizational Health Inventory-Elementary Edition (OHI-E) and the Organizational Climate Descriptive Questionnaire-Revised Elementary Edition (OCDQ-RE) and a measure of workplace bullying--the Negative Acts Questionnaire-Revised (NAQ-R). Many of the findings resulted in trends in directions supported by previous research. An inverse relationship between organizational health and bullying was found in the predicted direction. In terms of the difference between the age of participants and their ratings of the health of the school as measured by the OHI-E, the scores for the older group were more favorable than those of the younger group. Females also rated the health of the school more favorably. Correlation coefficients supported an inverse relationship between teacher absenteeism and school health. Further analysis of the relationship between school health and level of productivity revealed a statistically significant positive relationship between school health and teacher productivity. The results postulated that teachers who report higher ratings of bullying experienced also report greater consideration of leaving the job. A Pearson correlation matrix found strong correlations among many of the corresponding scales of both measures, including the total scores of both instruments. The findings of this study point to important trends and relationships between the concept of organizational health, organizational climate, and workplace bullying. Both the Organizational Health Inventory and the Organizational Climate Descriptive Questionnaire can provide a snapshot of the state of the school and yield a diagnosis as well as a baseline from which to judge the effect of planned and implemented change strategies. The measures provide a conceptual basis for the diagnosis and targeting of many organizational problems. They add to the repertoire of instruments school personnel have at their disposal to meet the goals and aims of the school, of the work environment, and can assist in accomplishing the overall mission of the organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]