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Teachers are frequently exposed to several occupational risks. The continuous use of Information and Communication Technologies (ICT) represents a potential source of technostress among teachers. The aim of the current research is to evaluate the technostress levels of school and high school teachers in Spain. The methodology applied in the manuscr...
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... This study posits that technostress is a significant source of stress for university teachers and can negatively impact their performance [59]. However, organizational flexibility can moderate the relationship between technostress and university teachers' performance by allowing them to adapt to and use technological changes effectively. ...
This study examines the effect of technostress on teachers’ quality of work life and job performance. A moderated mediation model is proposed and tested based on the transactional model of stress and coping. This study proposes organizational flexibility as the boundary condition—a first-level moderator—and quality of work life as the explanatory variable. A sample of 199 university teachers who worked from home or used the hybrid teaching mode was selected. Data were collected through closed-ended questionnaires. Structural equation modeling (SEM) and the Hayes PROCESS Macro (extension in SPSS) were used for hypothesis testing. The results found that the three dimensions of technostress (Techno complexity, Techno invasion, and Techno overload) negatively and significantly affect teachers’ quality of work life. However, there are significant positive direct effects of these three dimensions of technostress on employee performance and significant negative indirect effects on performance through quality of work life. Organizational flexibility acts as a significant moderator, where a low value of organizational flexibility enhances the negative relationship between technostress and quality of work life. In contrast, high values of organizational flexibility convert the significant negative relationship into an insignificant impact. The university management must take measures to overcome technostress among teachers by showing flexibility.
... Worldwide, universities and schools have required their teachers and students to shift from offline classes to partially or fully online classes during severe pandemic times (Patel et al., 2020). For teachers, the abrupt change of teaching mode has naturally incurred more technology use for frequent remote education, communication, and management (e.g., Rey-Merchán and López-Arquillos, 2022). ...
The COVID-19 pandemic has led to a global shift toward online education, which has increased the use of technology for communication, management, and remote teaching. This study aimed to investigate how primary school teachers in China used technology during the Pandemic and to what extent they experienced Technostress, as well as the impact of Technostress on work–family conflicts and technology-induced health issues. A survey was conducted among 1,172 primary school teachers, and the results revealed that teachers exhibited a moderate to a high level of Technostress during the Pandemic, with differences observed in gender, age, and headteacher duties. Furthermore, Technostress was positively correlated with work–family conflicts and technology-induced health issues. Technology use intensity was found to directly impact work–family conflicts and personal health and indirectly impact them via the agency effects of Technostress. School support moderated the indirect relationship between technology use intensity and work–family conflicts and health issues, with higher levels of school support leading to less apparent impacts of technology intensity on work–family conflicts and personal health via the agency effect of Technostress. These findings provide timely insights for post-pandemic teacher training and technology management and suggest the importance of school support in promoting sustainable educational development.
... Sin embargo, se puede encontrar evidencia contradictoria, como en Hidalgo-Andrade et al. (2021), donde se observa que una muestra de docentes ecuatorianos se decide por más estrategias centradas en la emoción, específicamente, buscar apoyo social. Estas discrepancias pueden explicarse debido a la complejidad y origen del factor estresante, y la variabilidad en las muestras estudiadas.En relación al segundo objetivo, se encontró que un porcentaje considerable de docentes presentaron niveles altos y muy altos de escepticismo, fatiga y ansiedad, lo cual indica la presencia de una actitud de desconfianza o duda sobre la utilidad y efectividad de la tecnología en la enseñanza y el aprendizaje, cansancio físico o emocional por una sobrecarga de trabajo relacionado con el uso de la tecnología, y una preocupación o inquietud por el uso presente o futuro de las TIC, respectivamente(Nang et al., 2022;Rey-Merchán & López-Arquillos, 2022). En función de la ineficacia, la mayoría de docentes presentó niveles bajos, lo que sugiere que gran LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 378. ...
Sin dudas, la tecnología aporta beneficios a la vida diaria, pero también ciertas desventajas como el estrés producido por el uso de las TIC, denominado tecnoestrés; su impacto en el bienestar psicológico de los docentes puede estar mediado por las estrategias de afrontamiento. El presente estudio determinó la relación entre las estrategias de afrontamiento y el tecnoestrés en docentes de la parroquia rural El Retiro del cantón Machala, en Ecuador. Cuantitativa, no experimental, transversal con alcance descriptivo, comparativo y correlacional. Participantes: 33 docentes de las dos unidades educativas de la parroquia rural El Retiro. Instrumentos: Se aplicó la Escala Multidimensional de Evaluación de los Estilos de Afrontamiento (BRIEF-COPE/28) y el Cuestionario RED TIC. Los docentes emplean estrategias centradas en el problema y en la emoción para lidiar con el estrés, preferentemente el afrontamiento activo. Se comprobó una alta prevalencia de los síntomas del tecnoestrés. Existen correlaciones positivas moderadas entre diferentes estrategias de afrontamiento con las manifestaciones del tecnoestrés. Distintas combinaciones de estrategias de afrontamiento exhiben diferentes resultados de bienestar. Los resultados tienen implicaciones para el desarrollo de programas que promuevan estrategias de afrontamiento adaptativas e intervenciones que aborden directamente el estrés de los docentes.
... Therefore, there is no interaction between experts, avoiding the need for conformity among individuals as well as reducing bias in judgments. The Staticized group is preferred over the Delphi method by many researchers (López-Arquillos et al., 2015, Rey-Merchán andLópez-Arquillos, 2022), mainly because experts are not led to conform to a value which is not necessarily correct. In other words, this method avoids the lack of accuracy of consensus results after many iterations in the Delphi method . ...
Technology integration in higher education has been widely recognised for its multifarious benefits. Nevertheless, arising from various factors, the prevalence of technostress poses a substantial impediment to learning effectiveness. In response, this study employs visualisation analysis and systematic review techniques to formulate a comprehensive model that encompasses variables related to technostress. Based on a systematic selection from 1,861 publications, 83 publications were included to model predictors and outcomes of higher-education students’ technostress. Our findings reveal that the COVID-19 pandemic has spurred growing academic interest in technostress, owing to concerns about the stressful and anxious nature of remote learning. Existing research on this topic predominantly relies on technology acceptance models and theories, with ongoing expansions incorporating variables from multiple research domains. In particular, external factors assume pivotal roles as predictors of technostress, along with subdimensions related to technostress. The impact of technostress can be observed in various aspects, such as learning experiences and performance outcomes. The findings of this study provide valuable insights for future research endeavours, facilitating further exploration and informing technology-enhanced teaching practice.
Although a growing body of research has analyzed the determinants and effects of technostress, it is still unclear how and when technostress would impact workers’ psycho-physical health and work-family interface during the pandemic. To fill this gap, this study tests the mediating mechanisms and the boundary conditions associated with the impact of technostress on workers’ psycho-physical well-being and work-family conflict. A total of 266 Italian workers completed online questionnaires measuring (traditional vs. remote) working modalities, technostress, fear of COVID-19, working excessively, psycho-physical distress, work-family conflict, loss of a loved one due to COVID-19, and resilience. Structural equation models were performed. Results indicated that technostress was positively related to psycho-physical distress and work-family conflict, as mediated by fear of COVID-19 and working excessively, respectively. The loss of a loved one exacerbated the effects of fear of COVID-19 on psycho-physical health, while resilience buffered the effects of working excessively on work-family conflict. Since numerous organizations intend to maintain remote working also after the COVID-19 emergency, it is crucial to study this phenomenon during its peaks of adoption, to prevent its potential negative outcomes. The implications of these findings for theory and practice are discussed.
This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.
