The relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 period

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dc.authoridTORAMAN, Çetin/0000-0001-5319-0731
dc.authoridAktan, Osman/0000-0001-6583-3765
dc.authoridAktürk, Tolga/0000-0002-8873-0424
dc.authorwosidTORAMAN, Çetin/R-7100-2018
dc.authorwosidAktan, Osman/AAH-7671-2021
dc.authorwosidAktürk, Tolga/Y-3214-2018
dc.contributor.authorAktan, Osman
dc.contributor.authorToraman, Çetin
dc.date.accessioned2023-07-26T11:59:07Z
dc.date.available2023-07-26T11:59:07Z
dc.date.issued2022
dc.departmentDÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThis research aims to determine the technostress levels experienced by teachers in distance education during the COVID-19 period and examine the relationship between this technostress level and job satisfaction. The research was structured in relational comparison type. The attendees comprised 525 teachers working at different echelons of education, determined in accordance with the purposive sampling method. Technostress Scale, job satisfaction scale, and open-ended questions form were used as data collection tools during the research. The data were collected online through Google Forms due to COVID-19 conditions. Descriptive statistics, backward hierarchical multiple regression (BHMR), MANOVA analysis, and inductive content analysis were used for the data analysis. According to the research findings, it was figured out that teachers were exposed to intensive use of technology in distance education, this negatively affected their life and performance, their workload increased, and they had to put much more effort to adapt to modern technologies in the Covid-19 pandemic period. It was found that the teachers' job satisfaction levels were high in general, and the female teachers' job satisfaction levels were higher than those of male teachers. The job satisfaction levels of private school teachers were lower than those of public-school teachers. In the research, the gender of teachers and the institution type they work under, both being among the main factors affecting teachers' technostress level, were determined to make a significant difference. However, the distance education process, conducted during the COVID-19 period, was also noted to involve educational, psychological, and administrative challenges. Based on research results, it is recommended to improve teachers' online learning and technology literacy skills, and review present undergraduate programs in terms of preparation for distance education.en_US
dc.identifier.doi10.1007/s10639-022-11027-2
dc.identifier.endpage10453en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue7en_US
dc.identifier.pmid35464113en_US
dc.identifier.scopus2-s2.0-85128300261en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage10429en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11027-2
dc.identifier.urihttps://hdl.handle.net/20.500.12684/13639
dc.identifier.volume27en_US
dc.identifier.wosWOS:000784393100006en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakPubMeden_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAktan, Osman
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectCovid 19; Distance Education; Technostress; Job Satisfaction; Teacheren_US
dc.subjectDistance Education; Self-Efficacy; Motivation; Impact; Performance; Technology; Commitment; Knowledge; Anxiety; Stressen_US
dc.titleThe relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 perioden_US
dc.typeArticleen_US

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