Evaluating Technostress to Improve Teaching Performance

Abstract

The main objective is to evaluate the techno stress perception in the Chilean higher education system professors, a system with a strong market orientation regarding the career's free choice and professional orientation, which is mainly offered in face-to-face mode. In the techno-stress levels identification, it is important to distinguish if these are such that they can affect the teaching performance. For this, techno-tensors and factors are used that determine the technology impact levels in academic stress, in the components: skepticism, fatigue, anxiety and inefficacy. A quantitative approach methodology and non-random design is used, with a snowball sampling obtaining the 190 academics' opinions from Chilean universities. Detecting in general low techno-stress levels with the fatigue slightly higher in comparison to the other three components.

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

“…It is used as a measuring instrument for Technostress (RED-TIC) [10], which has been applied in Chile prior to the COVID-19 pandemic for professors [29] as a semantic calibration with an internal consistency (Cronbach's alpha) of 94%. Additionally, following results [30] are observed in teachers: comparative fit index (CFI) = 0.900, root mean square error of approximation (RMSEA) = 0.103, Tucker-Lewis index (TLI) = 0.90, and standardized root mean square residual (SRMR) = 0.05 but based on a geographically reduced sample to only 2 of the 17 politic-administrative regions in which the country is divided and without the current intensity of the docent telework.…”

“…Technostress theoretical constructs by NTP730. This appendix presents the RED-TIC scale, originally published in Salanova et al [59] as a Technical Note on Prevention (NTP730) and adapted for the first time for its use to the context of Chile by Vega et al [29].…”

Teacher Technostress in the Chilean School System

“…This questionnaire is composed of skepticism, fatigue, anxiety, and inefficiency dimensions (see Appendix A ). This is reliable for the teaching function in Chile, with a Cronbach’s Alpha 0.941 and a Cronbach’s Alpha based on standardized items of 0.946 [ 31 ]. For the empirical analysis of the data, the principal component analysis (PCA) was used, a type of multivariate statistical analysis previously used in teaching-stress research [ 65 , 66 , 67 , 68 , 69 ].…”

“…In this regard, O’Driscoll et al, cited by Day et al [ 27 ], point out that the approach of increasing employees’ accessibility to their “work environment” and increasing their productivity expectations through the use of information technology increases workload requirements. Thus, the use of information technology creates an imbalance between the demands and control resources of users, overcoming the possibility of being able to self-manage stressors [ 28 , 29 , 30 , 31 ].…”

Impact of Techno-Creators and Techno-Inhibitors on Techno-Stress Manifestations in Chilean Kindergarten Directors in the Context of the COVID-19 Pandemic and Teleworking

“…To measure the manifestations of technostress, the RED-TIC questionnaire is used as an instrument (Salanova et al, 2007 ), previously employed in the Chilean educational setting (Estrada-Muñoz et al, 2020 , 2021 ; Vega-Muñoz and Estrada-Muñoz, 2020 ), and composed of 16 items, which are queried using a Likert – type scale (never – 0, a couple of times a year – 1, once a month – 2, a couple of times a month – 3, once a week – 4, a couple of times a week – 5, every day – 6).…”