How remote leaning during crisis affect technostress levels experienced by academicians
Zuheir N Khlaif1, Fakher Khalili2, Saida Affouneh1
1Department of Curriculum and Teaching Methods, AN-Najah National University, Nablus, West Bank Palestine.
Education and Information Technologies
|February 23, 2023
Summary
Technostress among Palestinian academicians was examined, revealing four key factors: schedule overload, complexity, uncertainty/uselessness, and invasion/compulsion. Findings aid in developing interventions to reduce technostress and improve academic teaching experiences.
Area of Science:
- Social Sciences
- Psychology
- Education
Background:
- Limited research exists on technostress in unique occupational contexts, particularly for academicians in occupied territories.
- The COVID-19 pandemic exacerbated technological demands and potential stressors for educators globally.
Purpose of the Study:
- To investigate the level and factorial structure of technostress among Palestinian academicians.
- To identify specific technostressors impacting educators in a prolonged occupation and during a global health crisis.
Main Methods:
- A sequential mixed-methods approach was employed, integrating quantitative and qualitative data.
- Confirmatory and exploratory factor analyses were utilized to determine the structure and prevalence of technostress.
Main Results:
- A four-factor model of technostress was identified: schedule overload, complexity, uncertainty and uselessness, and invasion and compulsion.
- The study measured the level of technostress experienced by 573 Palestinian academicians.
Conclusions:
- The identified technostress factors provide a framework for understanding and addressing technostress in this specific academic population.
- Interventions targeting these factors can help reduce technostress, thereby enhancing academic teaching practices and experiences.
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