Niveles de tecnoestrés del profesorado de ciencias de la República Kirguisa
DOI:
https://doi.org/10.24310/ijtei.102.2024.18046Palabras clave:
enseñanza superior, tecnología en educación, competencia tecnológica, tecnoestrésResumen
El objetivo de este estudio era examinar los niveles de tecnoestrés de los profesores de ciencias de la República Kirguisa. Se utilizó el modelo de encuesta relacional para investigar si existía una diferencia significativa y una relación entre variables demográficas como el género, la edad, el campo de la ciencia, la antigüedad, el nivel de educación tecnológica y la disponibilidad de un ordenador personal en términos de tecnoestrés y sus subdimensiones. La muestra del estudio estaba formada por 274 profesores de ciencias, de los cuales 156 eran mujeres y 118 hombres que trabajaban en distintas universidades de la República Kirguisa. En el estudio se utilizaron como herramientas de recogida de datos el "Formulario de datos personales" y la "Escala de definición de los niveles de tecnoestrés de los profesores". Los resultados mostraron que los niveles generales de tecnoestrés de los participantes se situaban en un nivel medio. Los niveles generales de tecnoestrés y las puntuaciones de las subdimensiones de tecnoestrés de los profesores de ciencias no diferían en función de su sexo, edad, antigüedad, formación tecnológica y disponibilidad de ordenadores. Hubo un bajo nivel de correlación positiva entre la edad y las puntuaciones de las subdimensiones laboral y personal del tecnoestrés; Se determinó que existía una relación de bajo nivel, positiva y estadísticamente significativa entre la variable antigüedad y la subdimensión de orientación personal. Se puede concluir que a medida que avanza el año de antigüedad, también aumentan las puntuaciones de tecnoestrés de los académicos. Estos resultados revelan que la antigüedad tiene ciertos efectos sobre los niveles de tecnoestrés de los académicos, pero estos efectos varían en función de las subdimensiones.
Descargas
Métricas
Citas
Abd Aziz, N., Awang Kader, M., & Ab Halim, R. (2021). The impact of technostress on student satisfaction and performance expectancy. Asian Journal Of University Education, 17(4), 538-552. https://doi.org/10.24191/ajue.v17i4.16466
Akgün, F. (2019). Öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabulleri ve teknostres algıları arasındaki ilişkinin incelenmesi [Investigation of the relationship between ınformation technology acceptance and perceived technostress levels in academic staff]. Eğitim Bilimleri Araştırmaları Dergisi, 9(2), 40-66. https://doi.org/10.22521/jesr.2019.92.1
Akman, E. & Durgun, B. (2022). Öğretmenlerin mesleki motivasyon ve teknostres düzeylerinin incelenmesi [Examination of teachers' professional motivation and technostress levels]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 32(2), 487-500. https://doi.org/10.18069/firatsbed.1025152
Aktan, O., & Toraman, Ç. (2022). The relationship between technostress levels and job satisfaction of Teachers within the COVID-19 period. Education and Information Technologies, 27(7), 10429-10453. https://doi.org/10.1007/s10639-022-11027-2
Al-Ansari, M. A., & Alshare, K. (2019). The impact of technostress components on the employee satisfaction and perceived performance: the case of Qatar. Journal of Global Information Management (JGIM), 27(3), 65-86. https://doi.org/10.4018/JGIM.2019070104
Araoz, E. G. E., Quispe-Aquise, J., Huamani-Mallgui, A. Y., Salas-Tincusi, E., Mamani-Calcina, B., & Jara-Rodríguez, F. (2023). Exploring the relationship between technostress and psychological well-being in basic education teachers: A cross-sectional study. Journal of Law and Sustainable Development, 11(2), 442-456. https://doi.org/10.55908/sdgs.v11i2.442
Arslan, H., Şahin, Y. L., Ferhan Odabaşı, H., & Okur, M. R. (2022). An investigation of change in teachers' technostress levels before and after the COVID-19 outbreak. Educational Media International, 59(2), 95-111. https://doi.org/10.1080/09523987.2022.2101202
Ayyagari, R., Grover, V. & Purvis, R. (2011). Technostress: Technological antecedents and implications. MIS Quarterly, 35(4), 831-858. https://doi.org/10.2307/41409963
Brillhart, P. E. (2004). Technostress in the workplace: managing stress in the electronic workplace. Journal of American Academy of Business, 5(1/2), 302-307.
Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison-Wesley.
Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences] (21. Baskı). Pegem Akademi.
Chiappetta, M. (2017). The Technostress: Definition, symptoms and risk prevention. Senses and Sciences, 4(1), 358-361. https://doi.org/10.14616/sands-2017-1-358361
Clark K. & Kalin S. (1996). Technostressed out? How to cope in the digital age. Library Journal, 121(13), 30-32.
Coppari, N., Bagnoli, L., Codas, G., López, H., Martínez, U., Martínez, L., & Montanía, M. (2018). Validez y confiabilidad del cuestionario de tecnoestrés en estudiantes paraguayos. Perspectivas en Psicología: Revista de Psicología y Ciencias Afines, 15(2), 40-55.
Curcuruto, M., Williams, S., Brondino, M., & Bazzoli, A. (2023). Investigating the impact of occupational technostress and psychological restorativeness of natural spaces on work engagement and work–life balance satisfaction. International Journal of Environmental Research and Public Health, 20(3), 2249. https://doi.org/10.3390/ijerph20032249
Çetin, D., & Bülbül, T. (2017). Okul yöneticilerinin teknostres algıları ile bireysel yenilikçilik özellikleri arasındaki ilişkinin incelenmesi [Investıgatıon of the relatıonshıp between school admınıstrators' technostress perceptıons and theır ınnovatıve features]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1241-1264. https://doi.org/10.17240/aibuefd.2017.17.31178-338821
Çoklar, A. N., & Bozyiğit, R. (2021). Determination of technology attitudes and technostress levels of geography teacher candidates. International Journal of Geography and Geography Education, (44), 102-111. https://doi.org/10.32003/igge.933183
Çoklar, A. N., & Şahin, Y. L. (2011). Technostress levels of social network users based on ICTs in Turkey. European Journal of Social Sciences, 23(2), 171-182.
Çoklar, A. N., Efilti, E., & Sahin, L. (2017). Defining teachers' technostress levels: A scale development. Journal of Education and Practice, 8(21), 28-41.
Çoklar, A. N., Efilti, E., Sahin, Y. L., & Akçay, A. (2016). Investigation of techno-stress levels of teachers who were included in technology integration processes. The Turkish Online Journal of Educational Technology, Special Issue for INTE-2016, 1331-1339.
Efilti, E. & Zhumgalbekov, A. (2023). Adaptatıon of the scale «Determınatıon of the technostress level of teachers» into the Kyrgyz language: Validity and reliability study. Известия вузов Kыргызстана, (1), 113-117. https://doi.org/10.26104/IVK.2022.45.557
Efilti, E., & Çoklar, A. N. (2019). Teachers' technostress levels as an indicator of their psychological capital levels. Universal Journal of Educational Research, 7(2), 413-421. https://doi.org/10.13189/ujer.2019.070214
Ekiz, D. (2015). Bilimsel araştırma yöntemleri [Scientific research methods] (7. Baskı). Anı Yayıncılık.
Erdoğan, E., & Akbaba, B. (2022). Sosyal bilgiler öğretmenlerinin teknostres düzeylerinin yordanmasında cinsiyet, tpab, okul desteği ve mesleki doyumun rolü [The role of gender, TPACK, school support and job satisfaction in predicting the technostress levels of social studies teachers]. Eğitim ve Bilim, 47(210), 193-215. http://dx.doi.org/10.15390/EB.2022.11183
Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the Chilean school system. International Journal of Environmental Research and Public Health, 17(15), 5280. https://doi.org/10.3390/ijerph17155280
Fernández-Fernández, M., Martínez-Navalón, J. G., Gelashvili, V., & Román, C. P. (2023). The impact of teleworking technostress on satisfaction, anxiety, and performance. Heliyon, 9(6), e17201 https://doi.org/10.1016/j.heliyon.2023.e17201
Gökbulut, B. & Dindaş, S. (2022). Öğretmenlerin mesleki tükenmişlik ve teknostres düzeylerinin incelenmesi [Investigation of professional burnout and technostress levels of teachers]. International Journal of Eurasia Social Sciences (IJOESS), 13(47), 42-59. http://dx.doi.org/10.35826/ijoess.3096
Gökbulut, B. (2021). Öğretmenlerin teknostres ve teknopedagojik yeterlikleri arasındaki ilişki [The relationship between teachers’ technostress and their techno-pedagogical competence]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(1), 472-496.
Hauk, N., Göritz, A. S., & Krumm, S. (2019). The mediating role of coping behavior on the age-technostress relationship: A longitudinal multilevel mediation model. PloS One, 14(3), 1-22. https://doi.org/10.1371/journal.pone.0213349
Hsiao, K. L. (2017). Compulsive mobile application usage and technostress: The role of personality traits. Online Information Review, 41(2), 272–295. https://doi.org/10.1108/OIR-03-2016-0091
Jena, R. K. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academician. Computers in Human Behavior, (51), 1116-1123. https://doi.org/10.1016/j.chb.2015.03.020
Karasar, N. (2014). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research method: Concepts, principles, techniques] (5. Basım). 3A Araştırma Eğitim Danışmanlık.
Khlaif, Z. N., Khalili, F., Affouneh, S., & Tlili, A. (2023). How remote learning during crisis affects technostress levels experienced by academicians. Education and Information Technologies, 28(9), 11075-11100. https://doi.org/10.1007/s10639-023-11651-6
Krishnan, S. (2017). Personality and espoused cultural differences in technostress creators. Computers in Human Behavior, (66), 154–167. https://doi.org/10.1016/j.chb.2016.09.039
La Torre, G., De Leonardis, V., & Chiappetta, M. (2020). Technostress: how does it affect the productivity and life of an individual? Results of an observational study. Public Health, (189), 60-65. https://doi.org/10.1016/j.puhe.2020.09.013
Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Sage publications. https://doi.org/10.4135/9781412963947
Le Roux, D.J., & Botha, P.A. (2021). Investigating the impact of technostress on productivity and overall life satisfaction of managers working at a South African ferrochrome smelting company. SA Journal of Human Resource Management, 19(0), a1649. https://doi.org/10.4102/sajhrm.v19i0.1649
Lee, S., Lee, S., & Suh, Y. (2016). Technostress from mobile communication and its impact on quality of life and productivity. Total Quality Management, 27(7), 775-790. https://doi.org/10.1080/14783363.2016.1187998
Lee, Y. K., Chang, C. T., Lin, Y., & Cheng, Z. H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior, and technostress. Computers in Human Behavior, (31), 373-383. https://doi.org/10.1016/j.chb.2013.10.047
Li, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. https://doi.org/10.1007/s10111-020-00625-0
Maier, C., Laumer, S., & Eckhardt, A. (2015). Information technology as a daily stressor: Pinning down the causes of burnout. Journal of Business Economics, 85(4), 349-387. https://doi.org/10.1007/s11573-014-0759-8
Marchiori, D. M., Mainardes, E. W., & Rodrigues, R. G. (2019). Do individual characteristics influence the types of technostress reported by workers? International Journal of Human–Computer Interaction, 35(3), 218-230. https://doi.org/10.1080/10447318.2018.1449713
Mokh, A. J. A., Shayeb, S. J., Badah, A., Ismail, I. A., Ahmed, Y., Dawoud, L. K., & Ayoub, H. E. (2021). Levels of technostress resulting from online learning among language teachers in Palestine during the Covid-19 pandemic. American Journal of Educational Research, 9(5), 243-254. https://doi.org/10.12691/education-9-5-1
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). https://doi.org/10.1016/j.chb.2020.106468
Pallant, J. (2017). SPSS kullanma kılavuzu. (B. A. Sibel Balcı, Çev.) Anı Yayıncılık.
Penado Abilleira, M., Rodicio-García, M. L., Ríos-de Deus, M. P., & Mosquera-González, M. J. (2021). Technostress in Spanish university teachers during the COVID-19 pandemic. Frontiers in Psychology, (12), 1-11. https://doi.org/10.3389/fpsyg.2021.617650
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Qiang, T. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Ranathunga, W. D. A. D., & Rathnakara, K. A. K. S. (2022). Impact of techno-stress on job satisfaction of teachers in government schools in Sri Lanka: Evidence from Kurunegala Educational Zone. Sri Lankan Journal of Human Resource Management, 12(1), 16-38. http://dx.doi.org/10.4038/sljhrm.v12i1.5678
Riedl, R. (2013). On the biology of technostress: Literature review and research agenda. The DATABASE for Advances in Information Systems, 44(1), 18-55. https://doi.org/10.1145/2436239.2436242
Rodriguez-Barboza, J. R. (2023). Exploring technostress effects on job performance of higher education Peruvian English teachers. American Journal of Education and Technology, 2(3), 69-75. https://doi.org/10.54536/ajet.v2i3.1803
Salanova, M., Llorens, S., & Ventura, M. (2011). Tecnoestrés [Technostress]. Síntesis.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, (128), 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Sharma, S., & Gupta, B. (2023). Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach. Information Technology & People, 36(2), 626-660. https://doi.org/10.1108/ITP-06-2021-0505
Shaukat, S., Bendixen, L. D., & Ayub, N. (2022). The impact of technostress on teacher educators’ work–family conflict and life satisfaction while working remotely during COVID-19 in Pakistan. Education Sciences, 12(9), 616. https://doi.org/10.3390/educsci12090616
Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939. https://doi.org/10.1080/10447318.2011.555313
Singh, P., Bala, H., Dey, B.L. & Filieri, R. (2022). Enforced remote working: the impact of digital platform-induced stress and remote working experience on technology exhaustion and subjective wellbeing. Journal of Business Research, 151, 269-286. https://doi.org/10.1016/j.jbusres.2022.07.002
Solís, P., Lago-Urbano, R., & Real Castelao, S. (2023). Factors that impact the relationship between perceived organizational support and technostress in teachers. Behavioral Sciences, 13(5), 364. https://doi.org/10.3390/bs13050364
Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th Edition). Allyn and Bacon.
Tams, S., Thatcher, J. B., & Grover, V. (2018). Concentration, competence, confidence, and capture: An experimental study of age, interruption-based technostress, and task performance. Journal of the Association for Information Systems, 19(9), 2.
Tarafdar, M., Tu, Q., Ragu-Nathan, B.S. & Ragu-Nathan, T. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
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. https://doi.org/10.1145/1995376.1995403
Toraman, Ç. & Aktan, O. (2022). The relationship of academicians with technostress levels and job satisfaction in the COVID-19 process. International Online Journal of Education and Teaching, 9(4), 1695-1726.
Upadhyaya, P., & Vrinda. (2021). Impact of technostress on the academic productivity of university students. Education and Information Technologies, 26(2), 1647-1664. https://doi.org/10.1007/s10639-020-10319-9
Ursavaş, Ö. F., Şahin, S., & McIlroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Eğitimde Kuram ve Uygulama, 10(4), 885-917.
Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
Wang, K., Shu, Q., & Tu, Q. (2008). Technostress under different organizational environments: An empirical investigation. Computers in Human Behavior, 24(6), 3002–3013. https://doi.org/10.1016/j.chb.2008.05.007
Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology, work, home, play. Wiley.
Wang, Y., Wang, Y., Pan, Z. & Ortega-Martín, J. (2023). The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance. The Asia-Pacific Education Researcher, 33, 771-782. https://doi.org/10.1007/s40299-023-00750-0
Whelan, E., Golden, W., & Tarafdar, M. (2022). How technostress and self-control of social networking sites affect academic achievement and wellbeing. Internet Research, 32(7), 280-306. https://doi.org/10.1108/INTR-06-2021-0394
Yadav, A. & Rahaman, A. (2020). Technostress level of teachers in higher education concerning socio-demographic variables. Periodic Research, 9(2), 58-65.
Zhi, R., Wang, Y., & Wang, Y. (2023). The Role of Emotional Intelligence and Self-efficacy in EFL Teachers' Technology Adoption. The Asia-Pacific Education Researcher, 33, 845-856. https://doi.org/10.1007/s40299-023-00782-6
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Innoeduca. International Journal of Technology and Educational Innovation
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Todos los contenidos publicados por Innoeduca. International Journal of Technology and Educational Innovation están sujetos a la licencia de Creative Commons Reconocimiento-No comercial- SinObraDerivada 4.0 Internacional, cuyo texto completo se puede consultar en https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. Por lo tanto, la copia, distribución, comunicación pública, obras derivadas y el uso comercial de los contenidos están permitidas siempre que la fuente y el autor del texto se citen.
Es responsabilidad de los autores obtener los permisos necesarios de las imágenes que están sujetas a derechos de autor.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
.jpg)
241.png)
