Teachers have a significant role in educating the human power or resources needed by the society and thus their perceptions are important. This study aims at identifying the relationships between teachers’ organizational silence, stress, and job involvement perceptions. The study was designed in relational screening model. 396 teachers working in state schools took part in the study. Organizational Silence Scale, Stress Perception Scale and Job Involvement Scale were used for data collection. Descriptive statistics and Pearson moment product correlation coefficient was used to reveal the relationships between the variables. In addition, Structural Equation Model was used to determine the direct predictors of teachers’ organizational silence and stress perceptions on their job involvement perception. The bootstrapping through the Structural Equation Model was used in order to determine the indirect predictive power of teachers’ perception of organizational silence on their job involvement perception through their stress perception. The findings revealed that there were both significant negative and positive relationships between teachers’ organizational silence, stress, and job involvement perceptions. It was found that teachers’ organizational silence perception significantly predicted stress perception positively (β = .36; p <0.01) whereas it negatively and significantly predicted job involvement perception (β = -.03; p <0.01). Besides, Teachers’ stress perceptions predicted their job involvement perceptions negatively and significantly (β = -.25; p <0.01). In addition, it was indicated that teachers’ organizational perceptions had an indirect predictive effect on job involvement through stress perception. As a result, it was determined that the theoretical model and hypotheses as to the relationship between teachers’ organizational silence, stress and job involvement perceptions were statistically verified.

Organizational silence, stress, job involvement