Faculty trust and collaborative leadership as predictor to teachers job stress

Abstract

The main objective of this study was to examine the correlation between faculty trust and collaborative leadership in a teacher's job stress. The study utilized a quantitative research method involving 270 elementary teachers who answered the adapted survey questionnaire via Google form. Statistical tools such as correlation analysis were utilized to examine the relationships between the variables. Correlation coefficients ranging from -0.382* to -0.464* were obtained, with a p-value of 0.001, indicating a statistically significant negative correlation between faculty trust, collaborative leadership, and teacher job stress. This suggests that higher levels of faculty trust and collaborative leadership are associated with lower levels of teacher job stress. However, the test of the relationship between the significant influence of faculty trust and collaborative leadership towards teacher's job stress revealed that only collaborative leadership significantly influenced the teacher's job stress with a coefficient of 0.403* and a p-value of 0.001, therefore rejecting the null hypothesis. The teachers may maintain their lower level of job stress by embracing their skills and capabilities and continuously improving themselves professionally. This suggests that self-awareness and ongoing professional development play crucial roles in alleviating stress levels among educators.