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Teacher Technostress in the Chilean School System.
Carla Estrada-Muñoz1, Dante Castillo2, Alejandro Vega-Muñoz3
1Departamento de Ergonomía, Universidad de Concepción, Concepción 4070386, Chile.
Summary
Technostress significantly impacts Chilean teachers, with 12% experiencing techno-fatigue and 13% techno-anxiety. Male teachers report higher levels of these technostress components, highlighting a need for targeted support.
Area of Science:
- Educational Technology
- Psychology of Technology
- Teacher Professional Development
Background:
- Increased integration of information technology in education has introduced technostress.
- Technostress arises from inadequate adaptation to new technological environments.
- This phenomenon affects educators in primary and secondary school settings.
Purpose of the Study:
- To identify and quantify levels of technostress among Chilean primary and secondary school teachers.
- To analyze the components of technostress, including skepticism, fatigue, anxiety, and inefficiency.
- To assess the reliability of the RED-TIC questionnaire for measuring technostress.
Main Methods:
- A study involving 428 Chilean teachers.
- Utilized the RED-TIC questionnaire to assess technostress components.
- Employed principal component analysis (PCA) and confirmatory factor analysis (CFA) for data analysis.
Main Results:
- 12% of participating teachers reported techno-fatigue.
- 13% of teachers experienced techno-anxiety.
- 11% of teachers exhibited both techno-fatigue and techno-anxiety.
- Male teachers demonstrated higher rates of techno-anxiety and techno-fatigue compared to female teachers.
Conclusions:
- The RED-TIC questionnaire is a reliable instrument for evaluating technostress.
- Techno-anxiety and techno-fatigue are significant manifestations of technostress in Chilean teachers.
- Findings suggest a gender disparity in the experience of technostress among educators.
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