Investigation of the Relationship between Organizational Democracy and Job Stress Level Perceptions of Administrators and Teachers

Abstract

This study aims to determine the relationship between the levels of work stress and the democratic perceptions of principals and teachers. The research was conducted in public schools located in Isparta. Correlational research design is followed.

Interestingly, participants’ perceptions of accountability for their superiors significantly predict the job stress levels of administrators and teachers positively. This can be interpreted as the perception of accountability increases, job stress increases. The fact that principals and teachers are supervised frequently by their managers, who gives importance to accountability, may cause pressure them. Additionally, it was observed that the perception of justice and equality significantly predicted the stress levels of teachers and administrators negatively. This finding can be interpreted that the increase in the fair attitude of the managers towards the employees and demonstrating equal behaviors cause a lower level of work stress.

Moreover, the gender of principals and teachers predicted work stress significantly. It was determined that male participants’ perception of job stress was higher than female participants. However, the seniority of administrators and teachers did not significantly predict the perception of work stress. Finally, the transparency and participation dimension of the organizational democracy did not significantly predict the job stress levels of administrators and teachers. This may be a result of a centralized organizational structure.

Based on the research findings, recommendations were given to reduce the work stress experienced by principals and teachers and develop a culture of democracy in educational organizations.