Journal
COMPUTERS & EDUCATION
Volume 157, Issue -, Pages -Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2020.103971
Keywords
Technostressors; Burnout; Teaching; Turnover intention; Stress; Teacher stress
Funding
- Western Washington University
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Drawing on literature from organizational stress, teacher stress, and technostress, and on the stressor-strain and P-E Fit theoretical lenses, this paper builds and empirically tests a model of technostress in the context of kindergarten through 12th grade (K-12) education. Technostress is framed conceptually as a process that includes techno-stressors, strain, and outcomes, as well as mechanisms that can reduce the techno-stressors and strain variables. The model is tested empirically using survey data from 416 K-12 teachers employed in the United States. The effects of five techno-stressors-techno-complexity, techno-insecurity, techno-invasion, technooverload, and techno-uncertainty-on strain in the form of burnout, and the impact of burnout on turnover intention, are investigated. The mitigating effect of literacy facilitation on the five techno-stressors and burnout is also tested. Results indicate that techno-insecurity, techno-invasion, and techno-overload significantly increase burnout, and literacy facilitation can mitigate the negative impact of techno-complexity, techno-insecurity, techno-invasion, techno-overload, and burnout. Burnout also has a significant positive effect on turnover intention.
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