ISSN: 2320-5407 Int. J. Adv. Res.

11(04), 1064-1071

Journal Homepage: - www.journalijar.com

Article DOI: 10.21474/IJAR01/16761

DOI URL: http://dx.doi.org/10.21474/IJAR01/16761

RESEARCH ARTICLE
TECHNOSTRESS AND ITS INFLUENCE ON TEACHER’S COMMITMENT

Cruz Marife M., De Guzman Lorna S., Huelgas Mikee D., Inoceno Mariza A., Perez Ronald Aron O.,
Sabandal Cherryl F., Salinas Jaworski J., Sena Angelica T., Sunga Jonh Paulo A. and Teoxon Katrina
Master of Arts in Education, Graduate School Department, La Consolacion University Philippines.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History It is not a new impression that technological stress in schools is
Received: 28 February 2023 continually rising to unheard-of levels. Yet, technological stress and its
Final Accepted: 31 March 2023 impact on critical instructional characteristics need a review in fresh
Published: April 2023 scenarios like the global COVID-19 issue. This paper focuses on the
influence of technological stress to teacher‟s commitment in the context
Key words:-
Technostress, Teacher‟s Commitment, of the challenges face by the teachers inside the classroom. Teachers
Technology, Classroom, Professional from Bulacan were selected as a sample in accordance with a
Growth descriptive-correlational research methodology. Descriptive and
inferential statistics were used to process the data gathered utilizing the
instruments that were used. The results showed that the teachers
experience moderate level of technostress and a great extent of career
commitment.Finally, it was discovered that technostress has no
significant influence to teacher‟s commitment. At the conclusion of the
study, the practical consequences of these findings on the professional
growth of the teachers in this setting are discussed.

Copy Right, IJAR, 2023,. All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
One of the fundamental goals of education is teaching, although this goal is sometimes overlooked and neglected in
favor of research activities, which attract much more attention. The emergency exposed some weaknesses in
different schools, but it also made them more resilient because, in a short period of time, most of them were able to
continue their teaching activities by substituting online learning for in-person instruction.

Lecturers had to plan and construct new types of instruction that would guarantee student attendance and high levels
of learning in addition to the challenges associated with accepting and utilizing digital technologies. Many types of
technological stress and its effects on students' and their families' wellbeing are receiving more and more attention.
Little focus has been placed on how technostress impacts the work-life balance and quality of work for academics.

The term "technostress" describes the adverse psychological, physiological, and behavioral effects that people
encounter as a result of using technology. The COVID-19 pandemic has elevated the danger of technostress by
significantly increasing the use of technology for employment, education, socializing, and other activities.

Technology is one of the possibilities employed to close the gap brought on by these problems(Starkey, 2021).
Technology is praised by academics as a powerful tool for transforming the nature of education in the post-COVID-
19 era (Anoba&Cahapay, 2020). The technostress, however, is one of the unfavorable effects of implementing
electronic instructional delivery options in the current context(Penadoet al., 2021).

Corresponding Author:- Cruz Marife M. 1064

Address:- Master of Arts in Education, Graduate School Department, La Consolacion
University Philippines.
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Fornite, et al. (2020) claim that the pandemic has in fact caused a rise in technological stress among Filipino
workers. The study found out the three most frequent causes of technostress are information overload, task pressure
brought on by growing use of technology, and difficulty adjusting to new technologies. Another study of Mahinay,
etal. (2021) indicated that technostress had a detrimental impact on Filipino workers' ability to maintain a healthy
work-life balance, particularly for those who had to work from home.

Employees are expected to adhere to the organizational culture that exists inside their organizations. Employee
compliance with innovations, new regulations, and structuring is necessary. Schools are one of the organizational
structures that help to preserve business culture in this way. Schools are institutions of higher learning that exhibit
specific organizational tendencies. Teachers are the ones who work in schools' personnel context in this regard,
together with the administration level. The institutional conduct of instructors within the school determines the
quality of educational institutions and may cause an improvement or decline in educational quality. Teachers hold a
crucial position in educational institutions with a variety of ambitions, including leading the use of technology and
assisting students.

In alignment with this, teachers need to adapt to a more demanding work and equip themselves with new platforms
and instructional materials to cope up to the drastic change. During the pandemic most teachers experienced
unexpected upheaval to our education system that caused many of our teachers to relearn technology, particularly
ICT and to some it has an emotional effect. Technostress affects many, including many people in the education field.

This study aims to determine the effects of technological adaptation to our teachers psychological and physical well-
being and how this technostress affects the performance of teachers in their profession and commitment.

In addition, this research study can be a guide in determining the effects of technostress on the well-being and
performance of our teachers for their job. Furthermore, this study can also be reference to the future studies related
to technostress.

Statement of the Problem

As the study aims to identify the levels of technostress and its relationship to teacher commitment, the researchers
sought answer to the following questions:
1. What are the levels of technostress of teachers in terms of the following parameters?
1.1 Techno-overload
1. 2 Techno-invasion
1. 3 Techno-complexity
2. What are the levels of commitment of teachers in terms of:
2.1 Affective
2.2 Continuance
2.3 Normative
3. Does technostress level exert significant influence on teachers' commitment?
4. Based on the findings of the study, what implications may be drawn?

Methodology:-
The study aims to identify the correlation between technostress and its influence on teachers‟ commitment. The
study made use of a descriptive-correlational method. According to Buzz (2022), a descriptive correlational study is
a study in which the primary goal is to describe connections between variables without attempting to establish a
causal relationship. The researchers used a standardized questionnaire as the primary research tool. The data
collected in the study provided a vivid presentation of the technostress and its influence on teachers‟ commitment
(independent variable) and influence on teachers‟ commitment (dependent variable).

Respondents of the Study

The researchers used total population sampling, commonly referred to as census sampling, entails choosing every
person in a population to participate in a study. When the population is small, sampling is inexpensive, or the study
is intended to include the entire population, this kind of sample is appropriate. Total population sampling has the
benefit of being able to give a thorough and accurate representative of the population under study.

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The respondents of the study were public - school teachers in the secondary level from Bulacan. From a population
of 59 public school teachers, only 58 teachers participated in this study, 24 teachers from School A, 15 teachers
from School B and 19 teachers from School C. One teacher from School A chose not to participate in the study.
Table 1 shows the distribution of respondents from the three secondary public schools.

Table 1:- Respondents of the Study.

School N
A 25
B 15
C 19
Total 59

Instruments of the Study

Data was collected using an online questionnaire. Participants were asked to indicate the extent of their stress to
each statement in the questionnaire based on a five-point numerical scale ranging from 1 (No stress) to 5 (Highly
stressed). The statements measuring technostress level were adapted from Westermann (2017) which aims to
determine the level of technostress. The instrument comprised 12 items which were grouped into three dimensions.
These dimensions were techno-overload, techno-invasion and techno-complexity. This is highly reliable as
evidenced by the .98 Cronbach alpha. Using a 5-level mean score scale developed by Westermann (2017), the level
of technostress experienced is interpreted below.

Rating Scale for Technostress

Range Level
4.50-5.00 Highly Stressed
3.50-4.49 Stressed
2.50-3.49 Moderately Stressed
1.50-2.49 Mild Stressed
1-1.49 No stress

Participants were also requested to denote the extent of their commitment to each statement based on a four-point
numerical scale ranging from 1 (Not at all) to 4 (Very great extent). The statements measuring the teacher‟s
commitment were adapted from Werang& Agung (2017) which aims to determine the level of commitment.

The instrument included 19 items which were grouped into three dimensions. These dimensions were affective,
continuance and normative commitment. This is highly reliable as evidenced by the .7 Cronbach alpha. Using a 4-
level mean score scale developed by Werang& Agung (2017), the level of commitment is interpreted below.

Rating Scale for Teacher’s Commitment

Range Level
3.50-4.00 Very great extent
2.50-3.49 Great extent
1.50-2.49 Some extent
1-1.49 Not at All

Results and Discussion:-

This study generally aimed to investigate the influence of technostress on career commitment of the teachers. Thus,
the researchers present and discuss the results and findings by describing the teachers‟ commitment as influenced by
technological stress, and its possible implication that may be drawn based on the results.

Technostress
Table 2:- Technostress of teachers in terms of Techno-overload.
Indicators Mean Interpretation
1. I am forced by this technology to do more work than I can handle. 2.79 Moderately
Stressed
2. I am forced by this technology to work withvery tight time schedules. 2.88 Moderately

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Stressed
3. I am forced to change my habits to adapt to new technologies. 2.84 Moderately
Stressed
4. I have a higher workload because of increased complexity of this 2.79 Moderately
technology. Stressed
Weighted mean 2.82 Moderately
Stressed

As indicated in table 2, Technostress of teachers in terms of Techno-overload, the weighted mean of the numerical
scales of fifty-eight (58) public school teachers as respondents is 2.82, interpreted as Moderately Stressed. The first
indicator has a mean of 2.79, the second has a mean of 2.88, the third has a mean of 2.84, and the fourth has a mean
of 2.79, therefore, they are all classified as moderately stressed which means that they are likely to experience some
amount of stress daily.

The term technostress was created by Brod (1982) who labeled it as a phenomenon that prompted stress when
technology users had trouble in using new technology. reported that technostress can be predicted when certain
conditions exist. He asserted that the conditions were associated with the age and technology experience of users
and the perceived ability to accomplish tasks using technology given to users. It means that work overload brought
by this technology is somehow a burden of spending more time with it. Often find our schedule very hectic adapting
to this technology, giving up some of the routine activities just to learn more about this technology. And overloaded
with work to perform since it needs extra effort to get familiar with this technology.

Table 3:- Technostress of teachers in terms of Techno-invasion.

Indicators Mean Interpretation
1. I have to be always available due to this technology. 3.00 Stressed
2. I have to sacrifice time to keep current on newtechnologies. 2.93 Moderately
Stressed
3. I feel my personal life is being invaded by thistechnology. 2.86 Moderately
Stressed
Weighted mean 2.93 Moderately
Stressed

Table 3 shows the "Technostress of Teachers in Terms of Techno-invasion." It shows that the weighted mean of the
numerical scales of (58) public school teachers as respondents is 2.93, which is considered highly stressed. The first
indication has a mean of 3.00, which indicates that it is stressed, the second has a mean of 2.93, which indicates that
it is moderately stressed, and the third has a mean of 2.86, indicating that it is also moderately stressed.

As revealed by Tarafdar&Ragu-Nathan (2007) techno-invasion deals with how the technology used in their work
has encroached into their personal life. It is a bit stressful that it needs to be always available every time there is an
introduction of new technology just to adapt to it. It causes stress to teachers who need to sacrifice their time for
other things that are also important. Somehow technology causes stress to the point of spending extra time studying
it just to be updated especially with the current trend in technology.

Table 4:- Technostress of teachers in terms of Techno-complexity.

Indicators Mean Interpretation
1. I do not know enough about this technology to handle it satisfactorily. 2.47 Mild Stressed
2. I need a long time to understand and use new technologies. 2.35 Mild Stressed
3. I do not find enough time to study and upgrade my technology skills 2.60 Moderately Stressed
4. I find others know more about this technologythan I do. 2.72 Moderately Stressed
5. I often find it too complex for me to understandand use new technology 2.47 Mild Stressed

Weighted mean 2.52 Moderately Stressed

Table 4 illustrates the "Technostress of Teachers in Terms of Techno-complexity," showing that the weighted mean
of the numerical scales of (58) public school teachers as respondents is 2.52, indicating that they are moderately

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stressed. There are five indicators, with the first having a mean of 2.47 indicating mild stress, the second that had a
mean of 2.35 indicating mild stress, the third that had a mean of 2.60 indicating moderate stress, the fourth that had a
mean of 2.72 indicating moderate stress, and the fifth that had a mean of 2.47 indicating mild stress.

Techno-complexity deals with the perception of the users towards the complexity of the technology adopted and
whether they feel that their skills now are adequate or otherwise. Technostress anxiety, according to Okolo et al.,
(2018) revealed a strain that is caused by the lack of knowledge of individuals to cope and adapt to the use of
technologies. Sometimes we get disappointed when we can‟t do things satisfactorily when using technology. It
always finds that it will need someone who is computer techy and understands its concepts. When the schedule is so
hectic, and it often causes stress when accompanied by the desire to learn more about new technology which would
require us to spend more time and effort. It‟s disappointing to see others learn faster than we do when it comes to
technology applications and feel that lagging. Sometimes it gets stressed when it needs to do more research just to
learn and adapt to new technology. It is always hard at the start of learning new things when it comes to technology
applications. Even a simple technology seems to be a big one.

Teachers’ Commitment
Table 5:- Teachers‟ commitment of teachers in terms of Affective.
Indicators Mean Interpretation
1. Teaching profession is important to teachers‟ self-image. 3.54 Very Great Extent
2. Teachers believe that school image is teachers‟ image. 3.28 Great Extent
3. Teachers are proud to be in their teaching profession. 3.56 Very Great Extent
4. Teaching profession has a great deal of personal meaning for teachers. 3.51 Very Great Extent
5. Teachers are emotionally attached to teaching. 3.11 Great Extent
6. Teachers encourage each other to complete the task timely with full 3.37 Great Extent
dedication and accuracy to increase productivity of school.
7. Teachers do not mix their feelings, emotions, and personal problems in 3.04 Great Extent
professional work.
8. To deal with the future of the school. 3.30 Great Extent
9. To perceive the school as the best one among the others. 3.28 Great Extent
Weighted mean 3.33 Great Extent

Commitment is a multifaceted and complex factor that creates a psychological bond between teachers to their
profession (Choi & Tang, 2009). This may be characterized by showing passion, loyalty and exhibiting internal
driving force towards the institution. Table 5 shows the teacher's commitment in terms of their emotional attachment
to their profession. The table showed a weighted average mean of 3.33 which was translated to “Great Extent”.
Majority of the participants indicated that they are proud of their teaching profession with a mean average of 3.56
which verbally was described as “Great Extent.” Existing studies like Zulaekhah et. al (2022) and Rayo et. al (2022)
in their individual works mentioned that employees who are highly committed show more satisfaction and
contribute to a positive effect in an individual‟s job performance. On the other hand, teachers showed least
commitment in terms of letting their feelings, emotions and personal problems mixed in their professional work.
This garnered a mean of 3.04. Based on the findings of the study, exhibited in Table 5, it implies that participants are
highly motivated and showed a strong desire to remain in the organization.

Table 6:- Teachers‟ commitment of teachers in terms of Continuance.

Indicators Mean Interpretation
1. Changing teaching profession now would be difficult for teachers. 2.65 Great Extent
2. Too much of teachers‟ life would be disrupted if teachers‟ were to 2.61 Great Extent
change their teaching profession now.
3. For teachers‟ personally, the cost of leaving teaching would be far 2.82 Great Extent
greater than the benefit.
4. Teachers would not leave teaching right now because teachers‟ have a 2.98 Great Extent
sense of obligation to teaching.
5. Teachers will not change teaching if teachers‟ offered better working 3.32 Great Extent
condition and safety in some other sector.

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Weighted mean 2.88 Great Extent

Organizational commitment, as an important factor in employee retention and motivation, and is considered one of
the most important areas of study for many researchers and organizations. As such, researchers and practitioners are
interested in understanding the factors that influence an employee's decision to stay or to leave (Beck & Wilson,
2000). Table 6 shows a teacher's commitment in terms of their continuance. The table showed a weighted average of
2.88 which was interpreted as „Great Extent.‟ Most of the respondents will stay in the profession regardless of
challenges brought by the challenges.

Table 7:- Teachers‟ commitment in terms of Normative.

Indicators Mean Interpretation
1. Teachers‟ would feel guilty if they left teaching profession 2.60 Great Extent
2. Teachers are in the teaching profession because they have a sense of 3.00 Great Extent
loyalty to it.
3. Teachers‟ a strong sense of belonging to teaching. 3.16 Great Extent
4. Teachers dislike those who hamper the image of teaching. 3.07 Great Extent
Weighted mean 2.96 Great Extent

Employees' perceptions of how long they should stay at their company are referred to as normative commitment.
The majority of normatively committed employees believe they should stick with their companies. Normally
dedicated workers feel guilty about the prospect of leaving their company since they believe doing so would have
terrible repercussions. Table 7 showed a weighted mean of 2.96 which was translated as „‟Great Extent‟‟.The
majority ofthe participants concurred that they feel a strong sense of belongingness to teaching showing as 3.16 as
descriptive value. On the other hand, they agreed that teachers would feel guilty if they left their profession which
has a value of 2.16.From the study of Pawel Kot (2022) there is a positive correlation between factors that contribute
to technological stress and unproductive behavior and a negative correlation between those that inhibit technological
stress and counterproductive behavior. By preventing the occurrence of Technostress generators and reinforcing
Technostress inhibitors, these results can be applied in organizations to reduce the probability of counterproductive
behaviors.

Table 8:- Regression analysis of Technostress on Teachers‟ commitment.

Variables Unstandardized Standardized
Coefficients Coefficients
B Std. Error Beta t Sig.
(Constant) 3.279 .205 15.992 .000
Techno-overload -.071 .088 -.160 -.809 .422
Techno-invasion .023 .082 .053 .276 .784
Techno-complexity -.036 .069 -.080 -.520 .605
R = .176
R-squared = .031
F-value = .565
p-value = .641
alpha = 0.05

Table 8 shows the regression analysis of different kinds of Technostress to the mean of Teacher‟s commitment. The
R-value of 0.176 shows a Very Low level of correlation as it is between 0 and 0.25. Existing studies such as from
Kiran, et. al (2019) and Lambert, et.al (2017), indicated the Occupational Stress has a significant relationship to the
employee‟s level of commitment. The studies (respectively) are concerned about the effect of stressors on
employees in the medical field and public service.

However, the R-Squared value of 0.031 shows that the data collected are not very close to the regression line, which
means to say that even though there is a significant relationship between the variables. Consequently, the said value
would mean that the variable of technostress only constitutes around 3.1% of factors that actually affect the
teacher‟s commitment. This is supported by the beta coefficients scores playing around 8% to 16%.

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This is then incongruent to the context of teachers experiencing technostress. Data showed that Moderate levels of
Technostress (as seen in Table 2 – 4) has no significant effect on the different levels of commitment of teachers.
Statistically, the P-value supports this with data showing 0.641 which is greater than the level of significance.
Hence, it affirms the null hypothesis.

Conclusions:-
The purpose of the study is to identify the correlation between technostress and its influence on teachers‟
commitment. Based on the analysis conveyed, the following can be concluded:
1. Technostress among teachers is moderate, but of the three components, technological invasion is the highest.
The majority of their time is spent on it, which is made worse by their inability to fully utilize new technology
due to learning gaps.
2. The three domains in teachers‟ commitment are to a great extent. The highest is the affective component which
makes them committed and dedicated to their teaching career. That quitting their career is extremely unlikely.
3. As a result, despite the stress they are under, teachers have a very high level of devotion and are still willing to
adopt new technologies for the benefit of the students.
4. The commitment of the educators in giving quality education to the learners is almost invincible even in the
abrupt changes brought by innovations in technology. Nevertheless, other factors/issues may directly/indirectly
affect the teachers‟ commitment and should be taken into account in further research.

Recommendations:-
The following are the recommendations of the researcher based on the findings:
1. It is recommended to do an assessment regarding the degree and effects of technostress to the well-being of
teachers and academe to formulate programs and activities that will ease teachers' burden related to
technological adaptation.
2. It is necessary to conduct programs and seminars that will ease teachers' stress and anxiety caused by
technological adaptation. Seminars that focus on stressless technological change and how to cope up to it.
3. It is also suggested to give educators and academies a break or time limit in using technology during working
hours and encourage simple exercises for a few minutes to their workplace.
4. It also recommended school-based training to teachers in using technology effectively that will help them to be
more confident and comfortable.
5. The research recommends a future study may be conducted focusing on technostress and its effect on the
teachers‟ performance.

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