Technostress and Job Satisfaction among B.Ed. College Teachers

Abstract

The digital technologies that have been integrated very fast in education institutions have revolutionized the way teaching is conducted especially in institutions of teacher education. Although technology has played an efficient role in instruction, it has created stress technostress-stress that is brought about by the utilization of information and communication technologies. The current research involved the identification of the relationship between technostress and job satisfaction of the B.Ed. college teachers. The quantitative correlational design was used. Stratified random sampling was used to sample 350 B.Ed college teachers in Karur District. The Technostress Scale (Tarafdar et al., 2019 adaptation) and the Job Satisfaction Scale in teachers were used to collect data. Data were analyzed with the help of descriptive statistics, Pearson correlation, and multiple regression analysis. The results found out that B.Ed. teachers faced moderate levels of technostress and moderate job satisfaction. The technostresses and job satisfaction demonstrated a significant negative relationship (r = 0.58, p <. 01). Regression analysis revealed that technostress is a significant predictor of job satisfaction, which accounts to 34% of the variance. The research suggests that institutional support systems are required to reduce the effects of technostress, as well as to improve professional well-being in teacher educators.