Öğretmen Adaylarının Teknostres Düzeylerinin Belirlenmesi

Öz

Özellikle dijital teknolojilerin kullanımının artması ve yaşam üzerindeki yoğun baskısı, bireylerde psikolojik bazı sorunlara neden olabilmektedir. Yoğun teknoloji kullanımının neden olduğu psikolojik sorunlardan birisi de teknostrestir. Literatürde teknostresin öğretmenlerin iş performansları üzerinde önemli bir etkisi olduğu ifade edilmektedir. Bu araştırmada eğitim fakültesinde öğrenim gören ve gelecekte öğretmen olacak, eğitim ortamlarında görev yapacak öğretmen adaylarının teknostres düzeyleri araştırılmıştır. 2018-2019 eğitim- öğretim yılı, Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi son sınıfında öğrenim gören 484 kişiden veri toplanmıştır. Ölçme aracı olarak Öğretmen Adaylarının Teknostres Düzeylerini Belirleme Ölçeği kullanılmıştır. Araştırma sonucunda öğretmen adaylarının teknostres düzeyleri ile alt boyutları olan öğrenme- öğretme süreci odaklı, mesleğe yönelik, teknik konu odaklı, kişisel kaynaklı ve sosyal odaklı alt boyutlarında orta düzeyli bir teknostrese sahip oldukları görülmüştür. Ayrıca öğretmen adaylarının cinsiyet, öğrenim gördükleri bölüm, aylık gelir düzeyi ve internet kullanım sürelerine göre teknostres düzeylerinin farklılaşmadığı sonucu bulunmuştur. Elde edilen bulgular doğrultusunda bazı öneriler getirilmiştir.

Anahtar Kelimeler

• Teknostres
• öğretmen adayı
• stres
• teknoloji kullanımı

Determining the Technostress Levels of Teacher Candidates

Abstract

The increase in the use of digital technologies and the intense pressure on life can cause some psychological problems in individuals. One of the psychological problems caused by the intensive use of technology is technostress. In the literature, it is stated that technostress has a significant effect on teachers' job performance. In this study, the technostress levels of teacher candidates who are studying at the faculty of education and who will be teachers in the future and who will work in educational environments were investigated. In the 2018-2019 academic years, data were collected from 484 students studying in the last year of Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. The scale for determining the technostress levels of teachers/pre-service teachers was used as a measurement tool. As a result of the research, it was seen that pre-service teachers had a medium level of technostress in their technostress levels and sub-dimensions of learning-teaching process-oriented, vocational-oriented, technical-subject-oriented, personal-sourced and social-focused. In addition, it was found that the technostress levels of pre-service teachers did not differ according to their gender, department of education, monthly income level and internet usage time. Some suggestions were made in line with the findings obtained.

Keywords

• Technostress
• teacher candidate
• stress
• technology usage

References

1. Akgün, F. (2019). Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 9(2), 40-66.
2. Akgündüz, S. (2006). Örgütsel stres kaynaklarının çalışanların iş tatmini üzerindeki etkisi ve banka çalışanları için yapılan bir araştırma. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü.
3. Atanasoff, L., & Venable, M. A. (2017). Technostress: Implications for adults in the workforce. The career development quarterly, 65(4), 326-338.
4. Bode, L. (2017). Closing the gap: Gender parity in political engagement on social media. Information, Communication & Society, 20(4), 587-603.
5. Brod, C. (1984), Technostress: the human cost of the computer revolution reading, Mass: Addison Weslety.
6. Broos, A. (2005). Gender and information and communication technologies (ICT) anxiety: Male self-assurance and female hesitation. CyberPsychology & Behavior, 8(1), 21-31.
7. Cockburn, C. (1992). The circuit of technology: gender, identity and power. Consuming technologies: Media and information in domestic spaces, 33-42.
8. Çetin, D., & Bülbül, T. (2017). Okul yöneticilerinin teknostres algıları ile bireysel yenilikçilik özellikleri arasındaki ilişkinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1241-1264.

9. Çoklar, A. N., & Bozyiğit, R. (2021). Determination of Technology Attitudes and Technostress Levels of Geography Teacher Candidates. lnternational Journal of Geography and Geography Education, (44), 102-111.
10. Çoklar, A. N., Efilti, E., & Sahin, L. (2017). Defining teachers' technostress levels: a scale development. Journal of Education and Practice, 8(21), 28-41.
11. Çoklar, A. N., Efilti, E., & Şahin, Y. L. (2016). Investigation of techno-stress levels of teachers who were included in technology integration processes. TOJET: The Turkish Online Journal of Educational Technology, Special Issue for INTE 2016, 1331-1339.
12. Davis, C. C. (1977). How to Cope with Stress in the Classroom. Health education, 8(5), 36-37.
13. Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 1-18.
14. Fraenkel, J.R., Wallen, E.N Ennis, L. A. (2005). The evolution of technostress. Computers in libraries, 25(8), 10-12.
15. Fraenkel, J.R., Wallen, E.N. & Hyun, H.H. (2006). How to design and evaluate research in education. (8th ed.) McGraw-Hill, United States.
16. Gökbulut, B. (2021), Öğretmenlerin teknostres ve teknopedagojik yeterlikleri arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 472-496.
17. Gökler, R. (2012). Modern çağın hastalığı; stres ve etkileri/The Disease of modern era; stress and its effects. Journal of history culture and art research, 1(3), 154-168.
18. Greenberg, N., Langston, V., Fear, N. T., Jones, M., & Wessely, S. (2009). An evaluation of stress education in the Royal Navy. Occupational Medicine, 59(1), 20-24.
19. Hearn, J., & Husu, L. (2011). Understanding gender: Some implications for science and technology. Interdisciplinary Science Reviews, 36(2), 103-113.
20. Keller, A., Litzelman, K., Wisk, L. E., Maddox, T., Cheng, E. R., Creswell, P. D., & Witt, W. P. (2012). Does the perception that stress affects health matter? the association with health and mortality. Health Psychology, 31(5), 677-684.
21. Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and information technologies, 13(4), 279-290.
22. Lee, J. Y. (2018). Mediating effect of stress coping in the relationship between technostress and teacher efficacy of early childhood teachers. Korean Journal of Stress Research, 26(1), 46-51.
23. Li, L., & Wang, X. (2020). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 1-16.
24. Mahmood, K. (2009). Gender, subject and degree differences in university students' access, use and attitudes toward information and communication technology (ICT). International Journal of Education and Development using Information and Communication Technology, 5(3), G1.
25. Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468.
26. Reinen, I. J., & Plomp, T. (1997). Information technology and gender equality: a contradiction in terminis?. Computers & Education, 28(2), 65-78.
27. Schermerhorn, J. (2000), Organizational Behavior, Seventh Edition, John Wiley&Sons Inc., Usa.
28. Senjaya, P., Purba, J. T., Parani, R., & Tukiran, M. (2021). Teacher Perception of ICT and Alpha Generation Student. Jurnal Studi Guru dan Pembelajaran, 4(3), 740-748.
29. Syvänen, A., Mäkiniemi, J. P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016, November). When does the educational use of ICT become a source of technostress for Finnish teachers?. In Seminar. net (Vol. 12, No. 2).
30. Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of management information systems, 24(1), 301-328.
31. Tarafdar, M., Tu, Q., Ragu-Nathan, T. S., & Ragu-Nathan, B. S. (2011). Crossing to the dark side: Examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113-120.
32. Trauth, E. M. (2006). Theorizing gender and information technology research. In Encyclopedia of gender and information technology (pp. 1154-1159). IGI Global.
33. Volman, M., Van Eck, E., Heemskerk, I., & Kuiper, E. (2005). New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education. Computers & Education, 45(1), 35-55.
34. WEF – World Economic Forum, (2020). Global gender gap report-2020. Ocak 29, 2022 tarihinde http://www3.weforum.org/docs/WEF_GGGR_2020.pdf adresinden alındı.
35. Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology@ work@ home@ play 13,240. New York: J. Wiley.