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Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)

Colleges and universities worldwide have adopted online teaching for short or long periods in response to the COVID-19 outbreak. This study examines the appraisal results of specific techno-stressors related to online instruction and how these appraisal results impact teachers’ continuance intention...

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Detalles Bibliográficos
Autores principales: Wang, Qiong, Zhao, Guoqing, Yao, Ni
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Nature Singapore 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10025063/
http://dx.doi.org/10.1007/s40299-023-00718-0
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author Wang, Qiong
Zhao, Guoqing
Yao, Ni
author_facet Wang, Qiong
Zhao, Guoqing
Yao, Ni
author_sort Wang, Qiong
collection PubMed
description Colleges and universities worldwide have adopted online teaching for short or long periods in response to the COVID-19 outbreak. This study examines the appraisal results of specific techno-stressors related to online instruction and how these appraisal results impact teachers’ continuance intention towards online instruction. The investigation is important because it enables university administrators to manage different techno-stressors distinctively and adopt appropriate coping strategies to support online teaching. A research model is developed based on the transactional theory of stress (TTS) and tested empirically with a sample of 201 university teachers in China. The results reveal that (a) work overload is positively associated with university teachers’ challenge appraisal but negatively associated with their threat appraisal; (b) invasion of privacy is not significantly associated with challenge or threat appraisal; (c) work–home conflict is positively associated with threat appraisal but negatively associated with challenge appraisal; and (d) challenge appraisal is positively associated with continuance intention, while threat appraisal is negatively associated with continuance intention. Implications for online learning during pandemics are discussed.
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spelling pubmed-100250632023-03-21 Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS) Wang, Qiong Zhao, Guoqing Yao, Ni Asia-Pacific Edu Res Regular Article Colleges and universities worldwide have adopted online teaching for short or long periods in response to the COVID-19 outbreak. This study examines the appraisal results of specific techno-stressors related to online instruction and how these appraisal results impact teachers’ continuance intention towards online instruction. The investigation is important because it enables university administrators to manage different techno-stressors distinctively and adopt appropriate coping strategies to support online teaching. A research model is developed based on the transactional theory of stress (TTS) and tested empirically with a sample of 201 university teachers in China. The results reveal that (a) work overload is positively associated with university teachers’ challenge appraisal but negatively associated with their threat appraisal; (b) invasion of privacy is not significantly associated with challenge or threat appraisal; (c) work–home conflict is positively associated with threat appraisal but negatively associated with challenge appraisal; and (d) challenge appraisal is positively associated with continuance intention, while threat appraisal is negatively associated with continuance intention. Implications for online learning during pandemics are discussed. Springer Nature Singapore 2023-03-20 /pmc/articles/PMC10025063/ http://dx.doi.org/10.1007/s40299-023-00718-0 Text en © De La Salle University 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Regular Article
Wang, Qiong
Zhao, Guoqing
Yao, Ni
Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title_full Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title_fullStr Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title_full_unstemmed Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title_short Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
title_sort understanding the impact of technostress on university teachers’ online teaching during the covid-19 pandemic with the transactional theory of stress (tts)
topic Regular Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10025063/
http://dx.doi.org/10.1007/s40299-023-00718-0
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