| With the rapid development of technology,the emergence of information technology has had a profound and tremendous impact on human life,and has gradually penetrated into the field of education.The power of technology has brought more convenience and development opportunities to teachers while driving the change and development of education.However,according to the critical theory of social acceleration,the development of information technology will result in an inevitable trend of teachers’ reduced workload in a short term but increased workload in the long run.This state of stress caused by the use of technology is called "technostress," which may cause teachers’ negative attitudes toward technology and affect their willingness to learn and use IT,thus hindering the development of educational informatization to some extent.Exploring the factors influencing primary and secondary school teachers’ technostress is important to dissipate their technology stress and reduce teachers’ burden in the digital era.In this study,we investigated the factors influencing technology stress among primary and secondary school teachers through literature analysis,interviews,and questionnaire surveys.First,the study analyzed the domestic and international literature related to technostress,defined the concepts of stress,technostress,and teacher’s technostress,and organized theories related to social acceleration criticism theory,Robbins’ stress theory,and person-environment fit theory to lay the theoretical foundation for the subsequent construction of the model of influencing factors.Secondly,by analyzing and summarizing the literature related to the influencing factors of teachers’ technostress and combining the interview method to verify and supplement the influencing factors,the internal factors affecting teachers’ technostress were finally identified as: their own psychological factors,technology application ability,and self-development expectations;and the external factors were: school support,leadership management,and parental factors.Based on the theoretical analysis to determine the influence relationship between the influencing factors and technostress and the research hypothesis,a preliminary model of the influencing factors of technostress for primary and secondary school teachers was constructed.Finally,based on the measurement dimensions,a questionnaire on the influencing factors of technostress of primary and secondary school teachers was designed with reference to existing studies at home and abroad,and the data collected were analyzed with the help of SPSS25.0 software to further test the model and verify the hypotheses.The following conclusions were drawn from this study:(1)primary and secondary school teachers’ technostress was at a moderate to high level,among which,technology overload and technology complex were slightly better,but the problem of technology invation needed to be paid attention to;(2)teachers’ technostress did not differ significantly in terms of gender and education,while significant differences existed in terms of age,teaching age and region;(3)Regarding the factors influencing teachers’ technostress,among the internal factors,self-psychological factors and technology application ability negatively influenced the level of technology stress,while self-development expectations were positively related to technostress,with technology application ability having the greatest influence on technostress;among the external factors,school support had a significant negative influence on technostress,while leadership management and parental factors positively influenced teachers’ technostress.Based on this,this study proposes strategies and suggestions to alleviate technostress among primary and secondary school teachers from three perspectives: individual,school,and social. |
