Document Type : Research Paper
Associate Professor in Educational Administration, Department of Education, Azarbaijan Shahid Madani University, Tabriz, Iran, Tel: +98 912 2883324, Email:email@example.com, Adress: Kilometere 35, Tabriz/Azarshahr Road Tabriz,
Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran.
Teachers are the most important and influential factor in schools that have been accountable, affecting both job stress and job performance. Meanwhile, the amount of support perceived by the organization can affect the impact of accountability on stress and job performance. Therefore, the present study aimed to investigate the role of accountability on teachers' performance and job stress with respect to the moderating role of perceived organizational support. The research method of this research is applied in terms of purpose and descriptive in terms of data collection and correlational in nature. The statistical population of this study includes all teachers of boys' schools in district one of Mashhad with a volume of 400 people. Using a simple random sampling method and based on Morgan table, 200 people were selected as a sample. Four standard questionnaires of responsiveness were used by Hatchwar et al. (2005), Rizzo & Hauss (1972), Patterson (1990) and Practical Organizational Support of Eisenberger et al. (1986). Correlation test and multiple mode regression were used to analyze the data. Findings showed that there is a positive and significant relationship between accountability and perceived organizational support, job performance and job stress. At the same time, in the present study, there was no significant relationship between perceived support and teachers' job performance. The results of multiple modulatory regression showed that responsiveness and perceived support have an interactive role in predicting job stress.