1. Applied Linguistics (Language Teaching and Learning)
Hoda Divsar
Abstract
Despite the promising role of technology in education, teachers’ techno-stress anchors integrating technology into the instructional process. The present research aimed to test a structural model of teachers’ techno-stress, technological pedagogical content knowledge (TPACK), computer self-efficacy, ...
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Despite the promising role of technology in education, teachers’ techno-stress anchors integrating technology into the instructional process. The present research aimed to test a structural model of teachers’ techno-stress, technological pedagogical content knowledge (TPACK), computer self-efficacy, environmental support, academic resilience, and burnout. To achieve this goal, 232 EFL teachers completed the Computer Self-Efficacy Scale, Teachers’ Technostress Level Defining, TPACK survey, Overall Support questionnaire, Connor–Davidson Resilience Scale, and Maslach Burnout Inventory (2016). Exploratory and confirmatory factor analyses were conducted on all questionnaires, confirming satisfactory validity and reliability indices that supported the subfactors within the constructs. Structural equation modeling (SEM) indicated that: (a) EFL teachers’ TPACK, and resilience negatively predicted their technostress while burnout predicted technostress positively; (b) administrative support and computer self-efficacy negatively predicted EFL teachers’ technostress through the mediating role of TPACK and resilience; (c) Teachers' burnout serves as a mediator between administrative support and technostress, as well as computer self-efficacy, exhibiting a negative association with latent exogenous variables and demonstrating significant predictive impact on the latent endogenous. (d) Additionally, TPACK and resilience indirectly affected teachers’ burnout, demonstrating that elevated levels of TPACK and resilience are associated with reduced burnout and technostress; (e) Technostress was positively associated with age, whereas its relationship with gender was nonsignificant. The analysis yielded instructional recommendations for EFL instructors, educators, and policymakers.
