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      Technostress in Spanish University Teachers During the COVID-19 Pandemic

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          Abstract

          One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work.

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          Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

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            The Difference Between Emergency Remote Teaching and Online Learning

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              Technostress: Technological Antecedents and Implications

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                Author and article information

                Contributors
                URI : http://loop.frontiersin.org/people/336787/overview
                URI : http://loop.frontiersin.org/people/584205/overview
                URI : http://loop.frontiersin.org/people/1029116/overview
                URI : http://loop.frontiersin.org/people/1120358/overview
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                25 February 2021
                2021
                25 February 2021
                : 12
                Affiliations
                [1] 1Facultad de Ciencias de la Salud, Universidad Isabel I , Burgos, Spain
                [2] 2Unidad de Investigación FORVI (Formación y Orientación Para la Vida), Universidad de A Coruña , A Coruña, Spain
                Author notes

                Edited by: David Ian Walker, University of Alabama, United States

                Reviewed by: Maria Luisa Giancaspro, University of Bari Aldo Moro, Italy; Iwan Wopereis, Open University of the Netherlands, Netherlands

                *Correspondence: Maria Penado Abilleira, mariapenado@ 123456gmail.com

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.617650
                7959820
                4af0975e-2540-4f26-a12f-a404d26f4f0b
                Copyright © 2021 Penado Abilleira, Rodicio-García, Ríos-de Deus and Mosquera-González.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 2, Tables: 11, Equations: 0, References: 46, Pages: 11, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                technostress,university,teacher,job performance,covid-19
                Clinical Psychology & Psychiatry
                technostress, university, teacher, job performance, covid-19

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