دانلود رایگان مقاله اثرات تکنواسترس معلمان متوسطه بر تصمیم استفاده از فناوری

Abstract

This study aims to investigate the structural relationships between secondary school teachers' TPACK, perception of school support for technology use, technostress, and intention to use technology in Korea, where a SMART education initiative has been announced recently for K-12 education. The study employed structural equation modeling in order to examine the causal relationships among the variables, and data from 312 secondary school teachers were analyzed. The results indicated that TPACK and school support had significant effects on technostress. In addition, technostress significantly influenced teachers’ intentions to use technology. Lastly, technostress significantly mediated TPACK, school support and the intention to use technology.

5. Discussion

This study examined the structural relationships between factors influencing secondary school teachers' technostress and intention to use technology for teaching. TPACK and school support were suggested as critical factors influencing technostress and intention to use technology. The analysis revealed the following: First, TPACK and school support had significant effects on technostress. This means that teachers with the ability to integrate technology and the curriculum cope better with psychological stress regarding technology. This result echoes the results from previous studies such as Kay (2008) and Hardy (1998). Specifically, Hardy (1998) argued, based on theoretical review, that teachers with knowledge and experience in technology use are likely to have lower levels of anxiety with computer integration. Hence, before the nation-wide diffusion of new technology for the SMART initiative, administrators should design professional development programs to promote teachers’ technological and pedagogical knowledge that are useful for technology integration. Also, the result indicating that school support significantly affects technostress implies that not only appropriate technical support but also social support from peers, such as communication with colleague teachers, are necessary to reduce teachers' technostress. In order to facilitate a supporting atmosphere among teachers, strategies such as communities of practice are suggested (Shulman & Shulman, 2004), so teachers can experience emotional support from others and develop their expertise by sharing knowledge.