Teacher Technostress in the Chilean School System

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

IJERPH, 2020, vol. 17, issue 15, 1-17

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 (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8)

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