The Effect of Perceptions of Organizational Transparency and Incivility on Organizational Stress in Schools

Öz

This study aims to examine the effect of teachers' and administrators' perceptions of organizational transparency and organizational incivility on organizational stress. The research was conducted with relational survey model and data were collected from a total of 331 participants working in Rize province. The data were obtained by using “Organizational Transparency Scale”, “Workplace Incivility Scale” and “Organizational Stress Scale”. The findings revealed that there were significant negative relationships between organizational transparency and stress, and significant positive relationships between organizational incivility and stress. According to the results of multiple regression analysis, these two variables together explain 18.5% of organizational stress. The research shows that transparent management approach in educational institutions decreases stress levels, while disrespectful and exclusionary attitudes increase these levels. In line with the findings, it is recommended to increase managerial transparency and to create a school culture based on courtesy.

Anahtar Kelimeler

• School administrator
• teacher
• organizational incivility
• organizational transparency
• organizational stress

Okullarda Örgütsel Şeffaflık ve Nezaketsizlik Algılarının Örgütsel Stres Üzerindeki Etkisi

Öz

Bu araştırma, okullarda görev yapan öğretmen ve yöneticilerin örgütsel şeffaflık ve örgütsel nezaketsizlik algılarının, örgütsel stres üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırma ilişkisel tarama modeliyle yürütülmüş ve Rize ilinde görev yapan toplam 331 katılımcıdan veri toplanmıştır. Veriler, “Örgütsel Şeffaflık Ölçeği”, “İşyeri Nezaketsizliği Ölçeği” ve “Örgütsel Stres Ölçeği” kullanılarak elde edilmiştir. Bulgular, örgütsel şeffaflık ile stres arasında negatif yönlü; örgütsel nezaketsizlik ile stres arasında ise pozitif yönlü anlamlı ilişkiler olduğunu ortaya koymuştur. Çoklu regresyon analizi sonuçlarına göre, bu iki değişken birlikte örgütsel stresin %18,5’ini açıklamaktadır. Araştırma, eğitim kurumlarında şeffaf yönetim anlayışının stres düzeylerini düşürdüğünü; saygısız ve dışlayıcı tutumların ise bu düzeyleri artırdığını göstermektedir. Bulgular doğrultusunda, yönetsel şeffaflığın artırılması ve nezaket temelli bir okul kültürünün oluşturulması önerilmektedir.

Anahtar Kelimeler

• Okul yöneticisi
• öğretmen
• örgütsel nezaketsizlik
• örgütsel şeffaflık
• örgütsel stres

Kaynakça

1. Alaba, A. O., & Oguntimehin, Y. A. (2014). Organisational transparency and teachers’ job performance in Ogun State public secondary schools. Journal of Education and Practice, 5(21), 27–32.
2. Albu, O. B., & Flyverbom, M. (2019). Organizational transparency: Conceptualizations, conditions, and consequences. Business & Society, 58(2), 268–297. https://doi.org/-10.1177/0007650316659851
3. Almeida, G. de O., Cappelli, C., & Maciel, C. (2019). Organizational transparency. In M. Khosrow-Pour (Ed.), Advanced methodologies and technologies in business operations and management (pp. 1115–1126). IGI Global. https://doi.org/10.4018/978-1-5225-7362-3.ch027
4. Alsadaan, N., Ramadan, O. M. E., & Alqahtani, M. (2024). From incivility to outcomes: Tracing the effects of nursing incivility on nurse well-being, patient engagement, and health outcomes. BMC Nursing, 23, 325. https://doi.org/10.1186/s12912-024-01996-9
5. Armstrong, E. (2005). Integrity, transparency and accountability in public administration: Recent trends, regional and international developments and emerging issues. United Nations, Department of Economic and Social Affairs, 1(10), 1-10.
6. Andersson, L. M., & Pearson, C. M. (1999). Tit for tat? The spiraling effect of incivility in the workplace. Academy of Management Review, 24(3), 452–471. https://doi.org/10.5465/-AMR.1999.2202131
7. Anis, N., Alvi, T. H., & Qammar, A. (2025). Interactional injustice, stress, and the rise of coworker incivility: A time-lagged study in the banking sector of Pakistan. Pakistan Business Review, 26(4), 405–428. https://doi.org/10.22555/pbr.v26i4.1306
8. Annalakshmi, N., Roshni, P., Abhirami, S., & Udita, P. (2022). The consequence of workplace incivility among IT employees: Workplace stress or organizational citizenship behavior? Humanitas: Indonesian Psychological Journal, 19(1), 51–66. https://doi.org/10.26555/-humanitas.v19i1.6

9. Bakırcı, F. (2012). İş stresi ve başa çıkma yöntemleri. Nobel Yayınları.
10. Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/-02683940710733115
11. Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. BEÜ SBE Dergisi, 7(1), 231–274.
12. Bandsuch, M., Pate, L., & Thies, J. (2008). Rebuilding stakeholder trust in business: An examination of principle-centered leadership and organizational transparency in corporate governance. Business and Society Review, 113(1), 99–127. https://doi.org/10.1111/j.1467-8594.2008.00315.x
13. Başak, A. (2008). Kamu yönetiminde şeffaflık. Beta Yayıncılık.
14. Batista, L., & Reio, T. G., Jr. (2019). Occupational stress and instigator workplace incivility as moderated by personality: A test of an occupational stress and workplace incivility model. Journal of Organizational Psychology, 19(2), 38–49. https://doi.org/10.33423/-jop.v19i2.2042
15. Bekman, S. (2022). Eğitim araştırmalarında yöntem seçimi: Betimsel ve ilişkisel modeller. Eğitim Bilimleri Yayınları.
16. Büyüköztürk, Ş., Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel Araştırma Yöntemleri. Pegem Akademi.
17. Cahyadi, A., & Ramli, M. (2023). Perceived related humor in the classroom, student–teacher relationship quality, and engagement: Individual differences in sense of humor among students. Heliyon, 9(1), e13035. https://doi.org/10.1016/j.heliyon.2023.e13035
18. Cahyadi, A., Hendryadi, H., & Mappadang, A. (2021). Workplace and classroom incivility and learning engagement: The moderating role of locus of control. International Journal for Educational Integrity, 17, Article 4. https://doi.org/10.1007/s40979-021-00071-z
19. Can, H. (2010). Örgütsel davranış. Nobel Yayınları.
20. Ceban-Muzicantu, C. (2024). Organizational incivility: Patterns and profiles at the workplace. In International Scientific Conference “The Contemporary Issues of the Socio-Humanistic Sciences” (14th ed.). Free International University of Moldova. https://doi.org/10.54481/-pcss2023.22
21. Cemaloğlu, N. (2007). Okullarda örgütsel çatışma ve yönetici tutumları. Türk Eğitim Bilimleri Dergisi, 5(2), 345–366.
22. Christensen, L. T., & Cornelissen, J. (2015). Organizational transparency as myth and metaphor. European Journal of Social Theory, 18(2), 132–149. https://doi.org/10.1177/-1368431014555256
23. Clark, C. M., Gorton, K., & Bentley, A. (2022). Civility: A concept analysis revisited. Nursing Outlook, 70(2), 259–270. https://doi.org/10.1016/j.outlook.2021.11.001
24. Clark, C. M., Landrum, R. E., & Nguyen, D. T. (2013). Development and description of the Organizational civility scale (OCS). Journal of Theory Construction & Testing, 17(1), 11–17.
25. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum. https://doi.org/10.4324/9780203771587
26. Cortina, L. M., Kabat-Farr, D., Leskinen, E. A., & Magley, V. J. (2013). Selective incivility as modern discrimination: Evidence and impact. Journal of Management, 39(6), 1579–1605. https://doi.org/10.1177/0149206311418835
27. Cortina, L. M., Magley, V. J., Williams, J. H., & Langhout, R. D. (2001). Incivility in the workplace: Incidence and impact. Journal of Occupational Health Psychology, 6(1), 64–80. https://doi.org/10.1037/1076-8998.6.1.64
28. Çokluk, O., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (5. bs.). Pegem Akademi.
29. Dancey, C. P., & Reidy, J. (2004). Statistics without maths for psychology: Using SPSS for Windows (3rd ed.). Pearson/Prentice Hall.
30. De Nobile, J. (2016). Organisational communication and its relationships with occupational stress of primary school staff in Western Australia. The Australian Educational Researcher, 43(2), 185–201. https://doi.org/10.1007/s13384-015-0197-9
31. Demirkol, M., & Yavaş, M. (2012). Eğitim yönetiminde sosyal sermaye. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 857–874.
32. Dickerson, S. S., & Kemeny, M. E. (2004). Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin, 130(3), 355–391. https://doi.org/10.1037/0033-2909.130.3.355
33. Diş, A., & Ayık, A. (2016). Yönetici davranışlarının öğretmen tutumuna etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 56–69.
34. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
35. Efeoğlu, İ. E. (2006). İş-aile yaşam çatışmasının iş stresi, iş doyumu ve örgütsel bağlılık üzerindeki etkileri: İlaç sektöründe bir araştırma (Tez No. 205447) [Doktora tezi, Çukurova Üniversitesi-Adana]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
36. Estes, B., & Wang, J. (2008). Workplace incivility: Impacts on individual and organizational performance. Human Resource Development Review, 7(2), 218–240. https://-doi.org/10.1177/1534484308315562
37. Fenster, M. (2015). Transparency in search of a theory. European Journal of Social Theory, 18(2), 150–167. https://doi.org/10.1177/1368431014544868
38. Fu, C., Ouyang, M., Liu, X., Xu, G., Wang, H., Ye, Z., & Zhao, J. (2023). The role of school organizational conditions in teacher psychological resilience and stress during COVID-19 pandemic: A moderated mediation model. Frontiers in Psychology, 13, Article 1047831. https://doi.org/10.3389/fpsyg.2022.1047831
39. Gaspar, M. R., Gabriel, J. P., Manuel, M. B., Ladrillo, D. S., Gabriel, E. R., & Gabriel, A. G. (2022). Transparency and accountability of managing school financial resources. Journal of Public Administration and Governance, 12(2), 1–26. https://doi.org/10.5296/-jpag.v12i2.20146
40. George, D., & Mallery, P. (2020). IBM SPSS Statistics 26 step by step: A simple guide and reference (16th ed.). Routledge. https://doi.org/10.4324/9780429056765
41. Gurbanlı, H., & Bal, M. (2022). Örgütsel şeffaflığın örgütsel bağlılık üzerindeki etkisi. Eğitim ve Toplum, 30(1), 1–18.
42. Güler, A. (2013). Örgütsel stres ve sağlık çalışanlarında örgütsel stresle başa çıkma yolları: Serinhisar Devlet Hastanesi örneği (Tez No. 348318) [Yüksek lisans tezi, Beykent Üniversitesi-İstanbul]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
43. Haider, H. M. (2024). Analysis of the impact of organizational transparency on trust and loyalty of employees in health institutions. International Journal of Organizational Quality Management, 30(1), 200–213. https://doi.org/10.46970/2024.30.1.12
44. Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D7CF7R
45. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
46. International Monetary Fund. (1998). Code of good practices on fiscal transparency—Declaration on principles. International Monetary Fund.
47. Israel, G. D. (2009). Determining sample size (PEOD-6) (Original work published 1992; revised 2009; reviewed 2012). University of Florida, IFAS Extension.
48. Karasar, N. (2014). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (27. basım). Nobel Yayıncılık.
49. Kim, K. H., & Lee, Y. (2021). Employees’ communicative behaviors in response to emotional exhaustion: The moderating role of transparent communication. International Journal of Strategic Communication, 15(5), 410–424. https://doi.org/10.1080/-1553118X.2021.1967959
50. Kim, S. H., Hwang, Y. K., & Lee, C. S. (2022). Dual mediating effects of job stress and gratitude on the relationship between organizational incivility and life satisfaction of child-care teachers: A moderated mediation role of grit. Perspectives of Science and Education, 56(2), 478–490. https://doi.org/10.32744/pse.2022.2.28
51. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/-001316447003000308
52. Kutlu, A., & Bilgin, N. (2017). İşyeri nezaketsizlik ölçeğinin hemşireler üzerinde Türkçe geçerlik ve güvenirliği çalışması. Sağlık ve Hemşirelik Yönetimi Dergisi, 4(2), 56–62. https://doi.org/10.5222/SHYD.2017.056
53. Latco, M. (2025). Transparency and strategic communication–A necessary synergy at local level. ANADISS, 21, 149-163.
54. Lim, S., & Cortina, L. M. (2005). Interpersonal mistreatment in the workplace: The interface and impact of general incivility and sexual harassment. Journal of Applied Psychology, 90(3), 483–496. https://doi.org/10.1037/0021-9010.90.3.483
55. Lim, S., Cortina, L. M., & Magley, V. J. (2008). Personal and workgroup incivility: Impact on work and health outcomes. Journal of Applied Psychology, 93(1), 95–107. https://-doi.org/10.1037/0021-9010.93.1.95
56. Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297–310. https://doi.org/10.1177/074193259401500505
57. Memduhoğlu, H. B., & Zengin, S. (2011). Eğitim yöneticilerinin şeffaflık düzeyleri ile öğretmenlerin yönetime katılma düzeyleri arasındaki ilişki. Eğitim ve Bilim, 36(162), 227–241.
58. Men, L. R., & Hung-Baesecke, C. J. F. (2015). Engaging employees in China: The impact of communication channels, organizational transparency, and authenticity. Corporate Communications: An International Journal, 20(4), 448–467. https://doi.org/10.1108/CCIJ-11-2014-0079
59. Miner, K. N., Settles, I. H., Pratt-Hyatt, J. S., & Brady, C. C. (2012). Experiencing incivility in organizations: The buffering effects of emotional and organizational support. Journal of Applied Social Psychology, 42(2), 340–372. https://doi.org/10.1111/j.1559-1816.2011.00891.x
60. Montefalcon, M. B., & Zamora, L. E. E. (2024). Relational transparency of school heads as a construct of proactive behavior of public school elementary teachers in Panabo City Division. EPRA International Journal of Environmental Economics, Commerce and Educational Management, 11(5), 219–225. https://doi.org/10.36713/epra16847
61. Nazari, M., Ahmadi, M., & Hosseini, S. (2023). Impact of workplace incivility on nurses’ professional quality of life: The mediating role of burnout and secondary traumatic stress. Journal of Nursing Management, 31(5), 1234–1244. https://doi.org/10.1111/jonm.13678
62. Örücü, E., & Efeoğlu, İ. E. (2011). İş-aile yaşam çatışmasının iş stresi üzerindeki etkileri: İşletmelerde bir araştırma. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(2), 39–55.
63. Papilaya, J., Tuakora, P., & Rijal, M. (2019). Compensation, transparency, and motivation effects on the performance of junior high school teachers in Western Seram, Indonesia. International Journal of Instruction, 12(3), 439–458. https://doi.org/10.29333/-iji.2019.12327a
64. Parchment, A., & Baez, M. D. (2025). Mindful and ethical leadership: Tools for managing occupational stress and workplace incivility. In Strategic approaches to mindful leadership and change management (pp. 79–108). IGI Global. https://doi.org/10.4018/979-8-3693-7066-7.ch003
65. Pearson, C. M., Andersson, L. M., & Porath, C. L. (2001). Assessing and attacking workplace incivility. Organizational Dynamics, 29(2), 123–137. https://doi.org/10.1016/S0090-2616(00)00079-X
66. Pemberton, W. H. (2019). Federal women, incivility, job satisfaction, and job stress [Doctoral dissertation, Walden University].
67. Porath, C., & Pearson, C. M. (2013). The price of incivility. Harvard Business Review, 91(1–2), 115–121.
68. Rahayu, S., Yudi, Y., Rahayu, R., & Jumaili, S. (2022). How performance mediate the effects of participation and control environment on transparency. Jurnal Ilmiah Akuntansi dan Bisnis, 17(1), 49–59. https://doi.org/10.24843/JIAB.2022.v17.i01.p05
69. Rawlins, B. (2008a). Give the emperor a mirror: Toward developing a stakeholder measurement of organizational transparency. Journal of public relations research, 21(1), 71-99.
70. Rawlins, B. (2008b). Measuring the relationship between organizational transparency and employee trust. Public Relations Journal, 2(2), 1–21.
71. Raza, M. A., Hadi, N. U., Hossain, M. M., Malik, I. A., Imran, M., & Mujtaba, B. (2022). Impact of experienced workplace incivility (EWI) on instigated workplace incivility (IWI): The mediating role of stress and moderating role of Islamic work ethics (IWE). Sustainability, 14(23), 15929. https://doi.org/10.3390/su142315929
72. Raza, M. A., Imran, M., Rosak-Szyrocka, J., & Vasa, L. (2023). Organizational change and workplace incivility: Mediated by stress, moderated by emotional exhaustion. International Journal of Environmental Research and Public Health, 20(3), 2449. https://doi.org/10.3390/ijerph20032449
73. Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (18th ed.). Pearson.
74. Schilpzand, P., De Pater, I. E., & Erez, A. (2016). Workplace incivility: A review of the literature and agenda for future research. Journal of Organizational Behavior, 37(S1), S57–S88. https://doi.org/10.1002/job.1976
75. Schwab, R. L., & Iwanicki, E. F. (1982). Perceived role conflict, role ambiguity, and teacher burnout. Educational Administration Quarterly, 18(1), 60–74. https://doi.org/10.1177/-0013161X82018001005
76. Sezgin, F., & Kılınç, A. Ç. (2011). Okul iklimi ve öğretmen davranışları. Kuram ve Uygulamada Eğitim Yönetimi, 17(4), 553–574.
77. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/-j.tate.2011.04.001
78. Stone, B. M. (2021). The ethical use of fit indices in structural equation modeling: Recommendations for psychologists. Frontiers in Psychology, 12, 783226. https://-doi.org/10.3389/fpsyg.2021.783226
79. Şimşek, H., & Babaoğlan, E. (2015). Eğitim örgütlerinde şeffaflık: Kavramsal bir inceleme. Eğitim ve Bilim, 40(181), 41–53.
80. Tasoulis, K., Theriou, G., Louzi, N., & Chatzoudes, D. (2024). Scylla and Charybdis: The relationships between supervisor active and passive cyber incivility with job stress, work engagement, and turnover intentions. European Management Journal, 42(6), 894–906. https://doi.org/10.1016/j.emj.2023.10.002
81. Taşlıyan, M., Güler, B., & İmer, S. (2023). İşyeri nezaketsizliğinin psikolojik sermaye üzerine etkisine ilişkin bir araştırma. İktisadi İdari ve Siyasal Araştırmalar Dergisi, 8(20), 198-216.
82. Tatar, A., & Dural, U. (2020). Örgütsel stres kaynakları ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 10(59), 125–138.
83. Taylor, S. G., Bedeian, A. G., Cole, M. S., & Zhang, Z. (2021). Developing and testing a dynamic model of workplace incivility. Journal of Management, 47(1), 89–119. https://-doi.org/10.1177/0149206320901575
84. Theorell, T., Perski, A., Åkerstedt, T., Sigala, F., Ahlberg-Hultén, G., Svensson, J., & Eneroth, P. (1988). Changes in job strain in relation to changes in physiological state: A longitudinal study. Scandinavian Journal of Work, Environment & Health, 14(3), 189–196. https://doi.org/10.5271/sjweh.1932
85. Tosun, A., & Çelik, K. (2022). Okul şeffaflık ölçeği: Geçerlik ve güvenirlik çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (64), 102-126.
86. Tosun, A., & Çelik, K. (2024). Örgütsel şeffaflık, örgütsel güven ve örgüt sağlığının okul etkililiğine etkisi. Korkut Ata Türkiyat Araştırmaları Dergisi, (15), 1471-1490.
87. Türk Dil Kurumu. (2018). Güncel Türkçe sözlük.
88. Usta, E., Kaya, E., & Özyurt, B. (2018). Okul müdürlerinin şeffaflık algıları ile öğretmenlerin okul iklimine ilişkin algıları arasındaki ilişki. Uluslararası Liderlik Eğitimi ve Araştırmaları Dergisi, 4(2), 45–60.
89. Üçler, S., & Taştan, S. B. (2017). Örgütsel şeffaflık ölçeğinin Türkçeye uyarlanması: Geçerlilik ve güvenilirlik çalışması. Akademik Bakış Dergisi, 61, 456–472.
90. Vaccaro, A., & Madsen, P. M. (2009). Corporate dynamic transparency: The new ICT-driven ethics? Ethics and Information Technology, 11(2), 113–122. https://doi.org/10.1007/-s10676-009-9190-1
91. Yamada, M., Klugar, M., Ivanova, K., Oborna, A., & Holcik, J. (2014). Psychological distress and academic self-perception among international medical students: The role of peer social support. BMC Medical Education, 14, 256. https://doi.org/10.1186/s12909-014-0256-3
92. Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482. https://doi.org/10.1002/cne.920180503
93. Yıldırım, Y., Taşmektepligil, M. Y., & Üzüm, H. (2011). Kısa versiyon Örgütsel Stres Ölçeğinin Türkçeye uyarlanması (geçerlilik ve güvenirlik çalışması). Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(1), 103–108.
94. Yıldız, S., & Bayrakçı, C. (2020). İşyeri nezaketsizliği ile iş stresi arasındaki ilişki: akademisyenler üzerine bir araştırma. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (40), 515-529.