Technostress Creators and Inhibitors on the Psychological Well-Being Of Tertiary Educators in the State Universities in CALABARZON Region, Philippines
DOI:
https://doi.org/10.48017/dj.v9i3.3118Keywords:
ICT in education, technology driven education, educators in state universitiesAbstract
This study determined the demographic profile of the tertiary educators, their level of technostress creators and inhibitors, and the level of their psychological well-being. Likewise, the correlation among the said variables were also identified. A descriptive-correlational research design was employed in the study with a total of two hundred thirty-one (231) regular faculty members as participants. Frequency count and percentage, median, and Spearman's Rank-Order correlation were used to analyze the gathered data. Results revealed that most of the participants are in the middle age of their career, female, taking their PhD units, are in the assistant professorial level, have been connected in the university for sixteen years and above, and majority have no ICT related training attended for academic year 2023-2024. Findings also revealed that there was a low level of technostress creators and a high level of technostress inhibitors in the state universities in the region. Furthermore, findings revealed that the tertiary educators have a high level of psychological well-being in all of its aspects. Further, the results showed a significant negative correlation between the level of technostress creators and the level of psychological well-being; and a significant positive correlation between the level of technostress inhibitors and the level of psychological well-being of the tertiary educators. Thus, it only means that to improve the level of psychological well-being of the tertiary educators, the level of technostress creators must be reduced and the level of technostress inhibitors must be strengthened. This will ensure the continuous integration of ICTs in education by the tertiary educators for a technology-driven education in CALABARZON region.
Metrics
References
Abdullah, M. I., Huang, D., Sarfraz, M., Ivascu, L., and Riaz, A. (2021). Effects of internal service quality on nurses' job satisfaction, commitment and performance: Mediating role of employee well-being. Nurs. Open 8, 607–619. doi: 10.1002/nop2.665
Akter, N., & Rayhan, R. (2019). Technostress and its impact on employee job strain and psychological distress: A study on private commercial bank employees in Bangladesh. Journal of Financial Services Marketing, 24(4), 105-117. https://doi.org/10.1057/s41264-019-00078-x
Asad, M. M., Erum, D., Churi, P., & Guerrero, A. J. M. (2023). Effect of technostress on psychological well-being of post-graduate students: A perspective and correlational study of Higher Education Management. International Journal of Information Management Data Insights, 3(1), 100149. https://doi.org/10.1016/j.jjimei.2022.100149
Benevene, P., De Stasio, S., and Fiorilli, C. (2020). Well-being of school teachers in their work environment. Front. Psychol. 11, 1–4. doi: 10.3389/fpsyg.2020.01239
Benlian, A. (2020). LSE Business Review: Can technology stress at work impair partnerships at home? https://blogs.lse.ac.uk/businessreview/2020/09/23/cantechnology- stress-at-work-impair-partnerships-at-home/
Calif, C. B., & Brooks, S. (2020). An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers. Computers & Education, 157, 103971.
Delmo, C. A., & Dequito, E. (2023). A Study on the Work-Life Balance, Technostress Creators and Psychological Well-Being of Librarians. Library Philosophy and Practice.
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147–157.
Estrada-Muñoz, C., Vega-Muñoz, A., Castillo, D., Müller-Pérez, S., & Boada-Grau, J. (2021). Technostress of Chilean teachers in the context of the COVID-19 pandemic and teleworking. International Journal of Environmental Research and Public Health, 18(10), 5458.
Estrada-Muñoz, C., Vega-Muñoz, A., Boada-Grau, J., Castillo, D., Müller-Pérez, S., & Contreras-Barraza, N. (2022). Impact of Techno-Creators and Techno-Inhibitors on Techno-Stress manifestations in Chilean kindergarten directors in the context of the COVID-19 pandemic and teleworking. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.865784
Hang, Y., Hussain, G., Amin, A., & Abdullah, M. I. (2022). The moderating effects of technostress inhibitors on Techno-Stressors and Employee’s Well-Being. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.821446
Johansson-Hidén, B., Wästlund, E., & Wallin, S. (2023). Reflecting on ICT and stress: conceptual connections and a suggested application. In Human IT. Karlstad: Karlstad University Studies. Kecklund G., & Åkerstedt, T. (1992). The psychometric properties of the Karolinska Sleep Questionnaire. Journal of Sleep Research, 1(Suppl 1), q13.
Laguador, J. (2013). Technology as a source of stress among employees: input to human resource management (a review). International Journal of Information, Business and Management. https://research.lpubatangas.edu.ph/wpcontent/uploads/2020/07/Technology- as-the-Source-of-Stress.pdf
La Torre, G., Esposito, A., Sciarra, I., & Chiappetta, M. (2019). Definition, symptoms and risk of techno-stress: a systematic review. International Archives of Occupational and Environmental Health, 92(1), 13–35. Retrieved from https://doi.org/10.1007/s00420-018-1352-1
Ma, J., Ollier-Malaterre, A., and Lu, C.-,q. (2021). The impact of techno-stressors on work–life balance: the moderation of job self-efficacy and the mediation of emotional exhaustion. Comput. Hum. Behav. 122:106811. doi: 10.1016/j.chb.2021.106811
Malolos, C., & Tullao Jr., T. (2018). Role of the Commission On Higher Role Of The Commission On Higher Education In Promoting Education In Promoting Quality Education Quality Education. De La Salle University Animo Repository, 1–2018(Working Paper Series Working Paper Series er Series 2018-01-046).
Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The Consequences of technostress for end users in Organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417–433. https://doi.org/10.1287/isre.1070.0165
Salazar-Concha, C., Ficapal-Cusí, P., Boada-Grau, J., & Camacho, L. J. (2021). Analyzing the evolution of technostress: A science mapping approach. Heliyon, 7(4), e06726.
Salanova, M. S., Llorens, S., Cifre, E., and Nogareda, C. (2007). NTP 730: Tecnoestrés: Concepto, medida e intervención psicosocial. Instituto Nacional de Seguridad e Higiene en el Trabajo. Available onlineat: https://app.mapfre.com/documentacion/publico/es/catalogo_imagenes/grupo.do?path=1033661
Sarfraz, M., Shah, S. G. M., Ivascu, L., and Qureshi, M. A. A. (2020). Explicating the impact of hierarchical CEO succession on small-medium enterprises' performance and cash holdings. Int. J. Finance Econ. 1–15. doi: 10.1002/ijfe.2289
Senate of the Philippines 19th Congress (2022). Press Release - Cayetano to CHED: Give us new “earth-shaking” higher education reforms. https://legacy.senate.gov.ph/press_release/2022/1118_cayetanoa1.asp
Tarafdar, M., Cooper, C. L., & Stich, J. F. (2019). The technostress trifecta-techno eustress, techno distress and design: Theoretical directions and an agenda for research. Information Systems Journal, 29(1), 6–42.
Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301–328.
Teachmint. (2023). Role of ICT in education. Teachmint Blogs. https://blog.teachmint.com/role-of-ict-in-education/#:~:text=It%20empowers%20students%20with%20unparalleled,tools%20to%20enhance%20their%20teaching.
Vasquez-Rivera, A. M. (2019). Level of Internationalization of State Universities And Colleges (SUCS) In CALABARZON, Philippines. International Journal of Advanced Research and Publications, Volume 3(Issue 6), 200–206.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Carlo Emil Manabo
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
