Technostress Dynamics in EFL Teachers: First- and Second-Order SEM on Computer Self-Efficacy, TPACK, Burnout, Academic Resilience, Support, and Demographics

Divsar, Hoda

doi:10.22049/jalda.2026.31100.1897

Document Type : Research Article

Author

Hoda Divsar

Associate Professor of ELT, Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

10.22049/jalda.2026.31100.1897

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, 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.

Keywords

Main Subjects

Article Title [Persian]

پویایی‌های اضطراب فناوری در مدرسان زبان انگلیسی به عنوان زبان خارجی: مدل‌سازی معادلات ساختاری مرتبه اول و دوم بر اساس خودکارآمدی رایانه‌ای، دانش محتوایی تربیتی فناورانه، فرسودگی شغلی، تاب‌آوری تحصیلی، حمایت و جمعیت‌شناسی

Author [Persian]

دکتر هدی دیوسر

دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

Abstract [Persian]

با وجود نقش امیدوارکننده‌ فناوری در آموزش، اضطراب فناوری (تکنواسترس) معلمان مانعی جدی برای ادغام فناوری در فرایند تدریس به شمار می‌آید. این پژوهش با هدف آزمون یک مدل ساختاری از تکنواسترس معلمان، دانش محتوایی تربیتی فناورانه (TPACK)، خودکارآمدی رایانه‌ای، حمایت محیطی، تاب‌آوری تحصیلی و فرسودگی شغلی انجام شد. برای دستیابی به این هدف، ۲۳۲ مدرس زبان انگلیسی به عنوان زبان خارجی «مقیاس خودکارآمدی رایانه‌ای»، «پرسشنامه تعیین سطح تکنواسترس معلمان»، «پرسشنامه TPACK»، «پرسشنامه حمایت کلی»، «مقیاس تاب‌آوری کانر–دیویسون» و «فهرست فرسودگی شغلی مزلک (۲۰۱۶)» را تکمیل کردند. تحلیل عاملی اکتشافی و تأییدی روی تمامی پرسشنامه‌ها انجام شد و شاخص‌های مطلوب روایی و پایایی را تأیید کرد که از زیرعامل‌های موجود در سازه‌ها حمایت نمود. مدل‌یابی معادلات ساختاری (SEM) نشان داد که: الف) TPACK و تاب‌آوری معلمان زبان انگلیسی تکنواسترس آن‌ها را به‌طور منفی پیش‌بینی می‌کنند، در حالی‌که فرسودگی شغلی تکنواسترس را به‌طور مثبت پیش‌بینی می‌کند؛ ب) حمایت اداری و خودکارآمدی رایانه‌ای از طریق نقش میانجیِ TPACK و تاب‌آوری، تکنواسترس معلمان زبان انگلیسی را به صورت منفی پیش‌بینی می‌کنند؛ ج) فرسودگی شغلی معلمان به‌عنوان یک میانجی میان حمایت اداری و تکنواسترس و همچنین میان خودکارآمدی رایانه‌ای و تکنواسترس عمل می‌کند، به‌طوری‌که با متغیرهای برون‌زاد نهفته رابطه‌ای منفی داشته و تأثیر پیش‌بینانه‌ی معناداری بر متغیر درون‌زاد نهفته دارد؛ د) افزون بر این، TPACK و تاب‌آوری به‌طور غیرمستقیم بر فرسودگی شغلی معلمان اثر گذاشتند و نشان دادند که سطوح بالاتر TPACK و تاب‌آوری با کاهش فرسودگی شغلی و تکنواسترس همراه است؛ ه) تکنواسترس با سن رابطه‌ مثبت داشت، اما رابطه‌ آن با جنسیت معنادار نبود. نتایج این تحلیل به ارائه‌ توصیه‌های آموزشی برای مدرسان زبان انگلیسی، مربیان و سیاست‌گذاران انجامید.

Keywords [Persian]

اضطراب فنآوری (تکنواسترس)
دانش محتوایی تربیتی فناورانه
حمایت محیطی
خودکارآمدی رایانه ای
متغیرهای جمعیت‌شناختی

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Technostress Dynamics in EFL Teachers: First- and Second-Order SEM on Computer Self-Efficacy, TPACK, Burnout, Academic Resilience, Support, and Demographics

References

References

Volume 14, Issue 1
April 2026
Pages 177-198

Technostress Dynamics in EFL Teachers: First- and Second-Order SEM on Computer Self-Efficacy, TPACK, Burnout, Academic Resilience, Support, and Demographics

References

References

Volume 14, Issue 1April 2026Pages 177-198

Volume 14, Issue 1
April 2026
Pages 177-198