Impact of Technostress on Job Satisfaction of Laguna State Polytechnic University Faculty

Teachers experience some level of stress concerning the use of technology, especially that they are anticipated to actively and efficiently integrate technology into their teaching methods ((Graham et al., 2009, as cited by Yang, D., 2025). The purpose of the present study was to determine whether the level of technostress experienced by teachers affects their level of job satisfaction. Furthermore, this study also determined whether the teachers’ individual differences affect their level of technostress. The research findings revealed that in terms of gender, females experienced a higher level of techno-invasion than males, while there was no significant difference found in the levels of techno-overload, techno-complexity, and techno-uncertainty. The findings also suggest that there was no significant difference in the level of the four techno-stressors when the faculty were grouped according to their digital literacy, age, and marital status. Nonetheless, a significant difference was found in the level of techno-complexity and techno-uncertainty of the faculty members when they were grouped according to their employment period. Faculty members who are employed for at least 25 years are experiencing higher techno-complexity when compared with an employment period of 1-5 years. Moreover, those who are employed for 6– 10 years are experiencing more techno–uncertainty when compared also to the same group, that is, those who are employed for 1 – 5 years. On the other, the level of techno–overload and techno–invasion of the respondents did not vary across the levels of the employment period. Findings also revealed that the level of technostress did not affect the level of job satisfaction of the faculty members despite having a high level of technostress in a period of intense use of technology.