Teacher Technostress in the Chilean School System

Estrada-Muñoz, Carla; Castillo, Dante; Vega-Muñoz, Alejandro; Boada-Grau, Joan

doi:10.3390/ijerph17155280

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Teacher Technostress in the Chilean School System

¹

Departamento de Ergonomía, Universidad de Concepción, Concepción 4070386, Chile

²

Centro de Estudios e Investigación Enzo Faletto, Universidad de Santiago de Chile, Santiago 9170022, Chile

³

Facultad de Administración y Negocios, Universidad Autónoma de Chile, Providencia 7500912, Chile

⁴

Departamento de Psicología, Universidad Rovira i Virgili, 43007 Tarragona, Spain

^*

Author to whom correspondence should be addressed.

Int. J. Environ. Res. Public Health 2020, 17(15), 5280; https://doi.org/10.3390/ijerph17155280

Submission received: 29 May 2020 / Revised: 8 July 2020 / Accepted: 15 July 2020 / Published: 22 July 2020

(This article belongs to the Special Issue The Dark Side and the Light Side of Technology Related Stress and Stress related to Workplace Innovations. From Artificial Intelligence to Business Transformations)

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Abstract

The expanded use of information technology in education has led to the emergence of technostress due to a lack of adaptation to the technological environment. The purpose of this study is to identify the levels of technostress in primary and secondary education in 428 teachers using a RED-TIC questionnaire, of which skepticism, fatigue, anxiety, and inefficiency are the main components. For the empirical analysis of the data, principal component analysis (PCA) and confirmatory factor analysis (CFA) were used. The results show that 12% of Chilean teachers participating in the study feel techno-fatigued, 13% feel techno-anxious, and 11% present both conditions. Male teachers show a higher incidence of techno-anxiety and techno-fatigue than their female peers. It can be concluded that the questionnaire used is a reliable tool to evaluate the presence of technostress, and it manifests itself importantly in its components of techno-anxiety and techno-fatigue in Chilean teachers.

Keywords: anxiety; confirmatory factor analysis; education; fatigue; inefficacy; information overload; principal components analysis; skepticism

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MDPI and ACS Style

Estrada-Muñoz, C.; Castillo, D.; Vega-Muñoz, A.; Boada-Grau, J. Teacher Technostress in the Chilean School System. Int. J. Environ. Res. Public Health 2020, 17, 5280. https://doi.org/10.3390/ijerph17155280

AMA Style

Estrada-Muñoz C, Castillo D, Vega-Muñoz A, Boada-Grau J. Teacher Technostress in the Chilean School System. International Journal of Environmental Research and Public Health. 2020; 17(15):5280. https://doi.org/10.3390/ijerph17155280

Chicago/Turabian Style

Estrada-Muñoz, Carla, Dante Castillo, Alejandro Vega-Muñoz, and Joan Boada-Grau. 2020. "Teacher Technostress in the Chilean School System" International Journal of Environmental Research and Public Health 17, no. 15: 5280. https://doi.org/10.3390/ijerph17155280

APA Style

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

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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Teacher Technostress in the Chilean School System

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