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Investigating the Correlation between Organizational Support and Job Autonomy with Job Stress among Elementary School Teachers in District 2 of Zanjan City
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Javad Nasseryan   , Alireza Bohloli |
| , nasseryan.javad@gmail.com |
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Abstract: (9 Views) |
Introduction: In the educational system, teachers' mental health is considered a critical factor in enhancing the quality of teaching and learning. Occupational stress can lead to burnout and reduced teacher effectiveness. The aim of this study was to determine the correlation between organizational support and job autonomy with job stress among elementary school teachers in District 2 of Zanjan city.
Methods: This was a descriptive-correlational study. The statistical population included all elementary school teachers in District 2 of Zanjan city during the 2024-2025 academic year (N=1170), from which 428 teachers were selected using stratified random sampling based on the Krejcie & Morgan table. The instruments used included a demographic questionnaire, the “Survey of Perceived Organizational Support Scale”, the “Work Autonomy Scale”, and the “Job Stress Scale”. The content validity of the instruments was assessed using a qualitative method, and reliability was assessed using the internal consistency method by calculating Cronbach's alpha coefficient. Data analysis was performed using SPSS. 24.
Results: A significant negative (inverse) correlation was observed between organizational support and job autonomy with teachers’ job stress (p<0.05p<0.05). Furthermore, subscales of organizational support, including financial support, emotional support, social support, work-life balance, and organizational culture, all showed a significant negative (inverse) correlation with job stress. Additionally, the components of job autonomy, including autonomy in scheduling, work methods, and standards, exhibited a significant negative (inverse) correlation with job stress (p<0.05, p<0.05).
Conclusion: The findings indicated that the presence of financial, emotional, and social support, the availability of work–life balance, a supportive organizational culture, and having discretion over scheduling, work methods, and performance criteria can contribute to reducing teachers’ work pressures and job stress. It is recommended that educational administrators and policymakers provide the grounds for improving organizational health and reducing teachers' psychological pressures by strengthening social support networks, improving organizational culture, and creating flexibility in work scheduling (work-life balance).
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| Keywords: Organizational Support, Job Autonomy, Job Stress, Elementary Teachers. |
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Full-Text [PDF 332 kb]
(6 Downloads)
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Type of Study: Research |
Subject:
human power management
Received: 2025/12/29 | Accepted: 2026/05/31 | Published: 2026/05/31
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