A Study of Relationship Techno Stress and well being among Primary School Teachers
DOI:
https://doi.org/10.53032/tvcr/2025.v7n1.28Keywords:
Technology, Emotional health, Well-being, TechnostressAbstract
This study explores the relationship between technostress and the well-being of primary school teachers, with a particular focus on how technology-induced stress affects their mental and physical health. The increasing integration of digital tools in classroom settings has introduced specific challenges for teachers, including technological overload, insecurity, and complexity, all of which may adversely affect their overall well-being. The primary objective of this research is to examine the extent to which technostress influences teachers’ work-life balance, emotional well-being, and job satisfaction. Employing a cross-sectional survey methodology and a quantitative correlational research design, the study sampled 300 primary school teachers from both urban and rural institutions in [specific region/country], selected through stratified random sampling to ensure representation across gender, age, and teaching experience. Data were collected using two validated instruments: the Teacher Well-Being Scale (Collie et al., 2015), assessing job satisfaction, emotional health, and work-life balance; and the Technostress Scale (Tarafdar et al., 2007), evaluating five dimensions of technostress—techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. Demographic information, including training and frequency of technology use, was also recorded to control for potential confounding variables. Statistical analyses, including descriptive statistics, Pearson correlation, and multiple regression, were conducted to examine the relationship between technostress and well-being and to identify the predictive power of individual technostress components. Preliminary findings reveal a significant negative correlation between technostress and teacher well-being, with techno-overload and techno-invasion emerging as key predictors of diminished well-being. The study concludes with recommendations for teacher education programs and institutional policies aimed at mitigating technostress and enhancing educators' well-being.
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