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Technostress in Spanish University Teachers During the COVID-19 Pandemic

One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among un...

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Autores principales: Penado Abilleira, Maria, Rodicio-García, María-Luisa, Ríos-de Deus, María Paula, Mosquera-González, Maria José
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7959820/
https://www.ncbi.nlm.nih.gov/pubmed/33732187
http://dx.doi.org/10.3389/fpsyg.2021.617650
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author Penado Abilleira, Maria
Rodicio-García, María-Luisa
Ríos-de Deus, María Paula
Mosquera-González, Maria José
author_facet Penado Abilleira, Maria
Rodicio-García, María-Luisa
Ríos-de Deus, María Paula
Mosquera-González, Maria José
author_sort Penado Abilleira, Maria
collection PubMed
description One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work.
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spelling pubmed-79598202021-03-16 Technostress in Spanish University Teachers During the COVID-19 Pandemic Penado Abilleira, Maria Rodicio-García, María-Luisa Ríos-de Deus, María Paula Mosquera-González, Maria José Front Psychol Psychology One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work. Frontiers Media S.A. 2021-02-25 /pmc/articles/PMC7959820/ /pubmed/33732187 http://dx.doi.org/10.3389/fpsyg.2021.617650 Text en Copyright © 2021 Penado Abilleira, Rodicio-García, Ríos-de Deus and Mosquera-González. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Penado Abilleira, Maria
Rodicio-García, María-Luisa
Ríos-de Deus, María Paula
Mosquera-González, Maria José
Technostress in Spanish University Teachers During the COVID-19 Pandemic
title Technostress in Spanish University Teachers During the COVID-19 Pandemic
title_full Technostress in Spanish University Teachers During the COVID-19 Pandemic
title_fullStr Technostress in Spanish University Teachers During the COVID-19 Pandemic
title_full_unstemmed Technostress in Spanish University Teachers During the COVID-19 Pandemic
title_short Technostress in Spanish University Teachers During the COVID-19 Pandemic
title_sort technostress in spanish university teachers during the covid-19 pandemic
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7959820/
https://www.ncbi.nlm.nih.gov/pubmed/33732187
http://dx.doi.org/10.3389/fpsyg.2021.617650
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