Examining the relationship between preschool teacher's stress levels and school climate

This study aimed to examine the relationship between preschool teachers' stress levels and school climate, involving 402 voluntary participants from Istanbul's Tuzla, Maltepe, and Kadıköy districts. Conducted using a relational survey model, the study measured teachers' stress levels with the General Job Stress Scale and their perceptions of school climate using the School Climate Scale. Data analysis revealed that the distribution was non-normal, leading to the application of non-parametric tests. The findings showed a significant relationship between teachers' stress levels and their perceptions of the school climate, with stress levels being influenced by factors such as years of experience, type of institution, and class size. Additionally, subdimensions of school climate, such as leadership and democracy, varied based on teachers' demographic characteristics. The study emphasized that a positive school climate plays a crucial role in reducing teachers' stress levels and increasing their job satisfaction. In this context, supportive leadership by school administrators and the alignment of educational policies to enhance teacher well-being were concluded to be vital for improving educational quality and strengthening teachers' professional resilience.