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Teacher Technostress in the Chilean School System

Author

Listed:
  • Carla Estrada-Muñoz

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

  • Dante Castillo

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

  • Alejandro Vega-Muñoz

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

  • Joan Boada-Grau

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

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.

Suggested Citation

  • Carla Estrada-Muñoz & Dante Castillo & Alejandro Vega-Muñoz & Joan Boada-Grau, 2020. "Teacher Technostress in the Chilean School System," IJERPH, MDPI, vol. 17(15), pages 1-17, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5280-:d:388179
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    References listed on IDEAS

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    Cited by:

    1. Xinghua Wang & Zhenyu Li & Zhangdong Ouyang & Yanping Xu, 2021. "The Achilles Heel of Technology: How Does Technostress Affect University Students’ Wellbeing and Technology-Enhanced Learning," IJERPH, MDPI, vol. 18(23), pages 1-17, November.
    2. Alejandro Vega-Muñoz & Carla Estrada-Muñoz & Paola Andreucci-Annunziata & Nicolas Contreras-Barraza & Heidi Bilbao-Cotal, 2022. "Validation of a Measurement Scale on Technostress for University Students in Chile," IJERPH, MDPI, vol. 19(21), pages 1-14, November.
    3. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
    4. Carla Estrada-Muñoz & Alejandro Vega-Muñoz & Dante Castillo & Sheyla Müller-Pérez & Joan Boada-Grau, 2021. "Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
    5. María del Carmen Rey-Merchán & Antonio López-Arquillos, 2022. "Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain," Sustainability, MDPI, vol. 14(14), pages 1-11, July.
    6. Gabriele Giorgi & Antonio Ariza-Montes & Nicola Mucci & Antonio L. Leal-Rodríguez, 2022. "The Dark Side and the Light Side of Technology-Related Stress and Stress Related to Workplace Innovations: From Artificial Intelligence to Business Transformations," IJERPH, MDPI, vol. 19(3), pages 1-5, January.
    7. Óscar. R. González-López & María Buenadicha-Mateos & M. Isabel Sánchez-Hernández, 2021. "Overwhelmed by Technostress? Sensitive Archetypes and Effects in Times of Forced Digitalization," IJERPH, MDPI, vol. 18(8), pages 1-20, April.

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