Background:

The evaluation policies that currently govern the Peruvian educational system may be contributing to an increase in the levels of pressure and work stress of teachers, which could also negatively affect their professional performance and the organizational climate.

Objective:

to determine the relationship between work stress and the organizational climate in Peruvian teachers.

Methods:

descriptive and correlation study, carried out with the participation of 140 teachers. Two research instruments were used: the Maslash Burnout Inventory and the Organizational Climate Scale; the first, taking into account the dimensions: emotional exhaustion, depersonalization and personal fulfillment; and the second, in correspondence with eight other dimensions. The analysis was carried out using Spearman’s correlation, considering a 5% margin of error.

Results:

a predominance of the medium level (80.7%) of work stress was found; and of the high level (78.6%) for the organizational climate. The correlation analysis showed a negative, highly significant association between the study variables.

Conclusion:

The inversely proportional relationship between the study variables allowed us to infer that an adequate organizational climate should be promoted in educational institutions; that it be inclusive and present sustainability over time; that allows reducing the manifestations of stress that arise daily in the working day.

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