An investigation of change in teachers’ technostress levels before and after the Covid-19 outbreak

Arslan, Halit; Şahin, Yusuf Levent; Odabaşı, H. Ferhan; Okur, Muhammed Recep

doi:10.1080/09523987.2022.2101202

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…In line with a few earlier works, this suggests that teachers with higher levels of TPACK were more confident in online classes and experienced less stress and emotional drain ( Stan, 2022 ). Conversely, lack of knowledge and incapability of working with technological devices raised teachers’ technostress ( Arslan et al, 2022 ), because negative feelings toward technology are the result of the constant pressure of acquiring new technological knowledge and skills ( Tarafdar et al, 2007 ). This anxiety impacted their job burnout ( Dahabiyeh et al, 2022 ) and job satisfaction ( Aktan and Toraman, 2022 ) and in a repeating cycle, teachers activated their appraisal mechanism and turned to their resources including TPACK to be able to cope with that strain ( Lazarus and Folkman, 1984 ).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

Rastegar

Rahimi²

2023

Front. Psychol.

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IntroductionThe sudden change of instructional mode from face-to-face to online teaching during the COVID-19 pandemic forced teachers to develop their ICT skills and knowledge to cope with newly imposed job pressures. The imbalance between job demands and resources in this context led to teachers’ severe burnout. This retrospective study utilized a mixed methods approach to examine teachers’ coping mechanisms, Technological and Pedagogical Content Knowledge (TPACK), and job burnout amid the COVID-19 pandemic.MethodsData were gathered from 307 teachers on their experience of emergency remote teaching (ERT) at the time they returned to school in the Spring of 2022. Structural Equation Modeling was used to investigate the mediating role of TPACK in the relationship between coping strategies and burnout.ResultsThe results revealed direct effects in the pathways of avoidant, active positive, and evasive coping to burnout highlighting the role of avoidant strategies in harming teachers’ well-being and problem-focused strategies in promoting teachers’ mental health. Also, indirect effects of active positive coping to burnout through TPACK, as a constructive approach to fighting back the crisis, were verified. Further, the direct effect of TPACK on burnout as a hindrance was significant, showing that higher levels of TPACK guaranteed lower job burnout and emotional drain. Analyzing interviews with 31 teachers revealed that TPACK functioned as a stressor at the outset of the pandemic and a resource for overcoming the strain and resolving the challenges in the midst of the crisis till schools reopened.DiscussionThe findings underscore the significant role of teachers’ updated knowledge base in reducing their job pressure and taking proper decisions to cope well with unforeseen circumstances. The study has practical implications for policymakers, teacher educators, and school administrators to pay immediate attention to collective wisdom, organizational support, and technological infrastructures for improving teachers’ well-being and professional success.

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Section: Discussionmentioning

confidence: 99%

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

Rastegar

Rahimi²

2023

Front. Psychol.

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“…The key implication of the findings of this study is to redesign the content of the courses in higher education as one of the strategies for social justice (Gill et al, 2023a , b ) and to reduce technostress in the next normal (post-COVID-19) (Arslan et al, 2022 ). Educators in higher education sectors should transfer their learned lessons during the pandemic into their teaching practices post-COVID by changing their pedagogical strategies (Gill et al, 2022 ).…”

Section: Practical Implicationsmentioning

confidence: 97%

How remote leaning during crisis affect technostress levels experienced by academicians

et al. 2023

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Despite the extensive coverage in the literature, limited attention has been paid to the investigation of technostress among academicians who work under special circumstances, such as occupation, and might have different psychological states due to those conditions. To fill this gap, this study examined the level and factorial structure of technostress among 573 Palestinian academicians who worked in a more-than-seventy-years occupied country, and with the addition of the COVID-19 pandemic. A sequential mixed method approach with confirmatory and exploratory factor analysis was used to explore the technostress factors and to measure their level among the academicians. The obtained findings indicated that the four factors of (1) schedule overload, (2) complexity, (3) uncertainty and uselessness, and (4) invasion and compulsion formed the model of techno-stressors among Palestinian academicians. This can help various stakeholders (researchers, policy makers, practitioners, etc.) to design the needed interventions accordingly and reduce the technostress among academicians; hence, enhancing the latter’s teaching practices and experiences.

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Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress

Levante,

Petrocchi,

Bianco

et al. 2025

International Journal of Educational Research Open

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An investigation of change in teachers’ technostress levels before and after the Covid-19 outbreak

Cited by 4 publications

References 26 publications

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

How remote leaning during crisis affect technostress levels experienced by academicians

Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress

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