Investigation of Classroom Teachers' Technostress Levels in Terms of ICT Competence Perceptions and Various Variables
Abstract
Technostress refers to the negative psychological and physical effects of technology use (Brod, 1984; Shu, Tu, & Wang ,2011). The reasons for this include factors such as information overload and inability to cope with the pressure to stay up to date with technology. Undoubtedly, there is a strong relationship between technostress and technology use (Brod, 1984). Today, technostress has become a common problem among teachers (Madigan & Kim, 2021). This study aims to reveal the relationship between the levels of technostress that classroom teachers may have experienced and their perceptions of competence towards Information Communication Technologies (ICT). In addition, teachers' technostress levels and ICT efficacy perceptions were examined in terms of various descriptive variables. The study was conducted with the relational survey model, one of the quantitative research methods, and two scales and various descriptive questions were used. In the study, independent sample t-test, Mann-Whitney U test and one sample ANOVA were used to determine the difference between multi-group variables. Bivariate Pearson correlation analysis was applied to test the relationship. The results of the analysis showed that there was a statistically significant relationship between teachers' technostress levels and their perceptions of ICT efficacy (r= 0.343; p<0.01). Accordingly, it was determined that as teachers' perceptions of ICT competence increased, their technostress levels decreased significantly. In addition, it was shown that ICT efficacy perceptions did not create a statistically significant difference in terms of gender, grade taught, place of teaching and social media use. On the other hand, the analysis revealed that teachers' professional experience made a difference in terms of ICT perceptions.
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References
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