The aim of this study is to examine job stress among accounting teachers working in Trade and Vocational Technical Anatolian High Schools in Turkey, one of the occupational groups most affected by digitalization.

The research was conducted using data collected from 309 accounting teachers through a job stress questionnaire consisting of 12 items related to digitalization. The collected data were analyzed using SPSS Statistics 27 software. The reliability of the scale was tested using Cronbach’s Alpha coefficient, while its validity was examined through exploratory factor analysis. As a result of the factor analysis, three sub-dimensions of job stress were identified: digital inadequacy, technical malfunctions, and workload/digital threat.

Since the variables did not show a normal distribution according to the Kolmogorov–Smirnov test, the Mann–Whitney U test was used for comparisons between two groups, and the Kruskal–Wallis H test was applied for comparisons involving more than two groups in order to determine the relationships between demographic characteristics and the job stress sub-dimensions. In addition, Spearman’s rank correlation coefficient was calculated to identify the direction and strength of the relationships among the job stress sub-dimensions.

The analysis results revealed that there were significant and positive relationships among the sub-dimensions of job stress, namely digital inadequacy, technical malfunctions, and workload/digital threat. Furthermore, certain demographic variables were found to have different levels of influence on these sub-dimensions. The findings are expected to guide administrators and senior managers in identifying digitalization-related stress factors experienced by teachers and in developing preventive measures within educational environments.