In this era of rapid technology growth, many countries have begun to adopt emerging
technologies into their educational systems to improve learning outcomes. The aim of this
study is to explore the factors influencing teachers’ experiences of technostress while using
new technology in academic classrooms and how it might be mitigated. Prior research has
not focused on how technostress develops among individuals over time or how it can be
mitigated in an individual context; the intention of this study is to contribute to the technostress
literature in these particular areas. To address the research gap, we conducted a
qualitative study that collected data through the use of an open-ended question questionnaire.
Seventy teachers of different backgrounds and locations responded to the survey. We
used thematic analysis to analyze their responses and reveal how lack of school support
and their professional identities influence their levels of technostress. Technology characteristics,
including the complexity and the benefits of a given technology, and privacy
concerns play a crucial role in teachers’ experiences of technostress. Moreover, we found
that colleague support in using new technology and open educational resources each contributed
to mitigating teachers’ technostress levels. Our study extends technostress research
to examine a new learning environment and context. This focus allowed us to highlight the
need to develop open educational resources and better social support structures for teachers
and to rethink the professional identities of developing teachers to mitigate their levels of
technostress. Suggestions for further research that resulted from this work include using a
mixed methods research approach in future studies and including more teachers in future
work to determine the relationships among the factors identified by this study.

Title

Springer link

Publisher

Springer link

Publisher Country

Netherlands

Indexing

Scopus

Impact Factor

None

Publication Type

Both (Printed and Online)

Volume

--

Year

2022

Pages

35