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2022, Number 2

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RIC 2022; 101 (2)

Factors that influence teaching technostress during the COVID-19 pandemic, Ecuador

Carrión-Bósquez NG, Castelo-Rivas WP, Guerrero-Pachacama JA, Criollo-Sarco LV, Jaramillo-Verduga MJ

Language: Spanish
References: 16
Page: 1-12
PDF size: 1091.39 Kb.


ABSTRACT

Introduction: The use of Information and Communications Technology (ICT) is an indispensable tool for the continuous distance teaching-learning process. Technostress is the result of the individual inability of a person to adapt normally to the use of new technologies within their work activities.
Objective: To identify the stress factors associated with the use of ICT in primary and secondary education teachers in the context of the COVID-19 pandemic (November 2021 and January 2022), in Santo Domingo de los Tsáchilas, Ecuador. There was implemented the complete closure of schools as a sanitary measure.
Method: A study of quantitative approach of correlational scope and transactional design, applied to 485 teachers of fiscal and private educational units, to whom a questionnaire of 20 questions was applied, that measured different factors, such as: skepticism about the use of ICT, work fatigue, anxiety and inefficiency. The results of the study were statistically analyzed through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM); developed in SPPS 20 and AMOS 24.
Results: Through the estimates thrown in the AMOS Output, we obtained: skepticism (β=0.327), work fatigue (β=0.238), anxiety (β=0.394) and inefficiency (β=0.010).
Conclusions: it was possible to show that skepticism, work fatigue and anxiety are influential factors in the presence of teaching technostress, while inefficiency is not. These aspects will serve as a basis for the formulation of strategies and measures that allow the effective and sustainable integration of ICTs in the educational field.


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