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      Navigating Technostress in primary schools: a study on teacher experiences, school support, and health

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          Abstract

          The COVID-19 pandemic has led to a global shift toward online education, which has increased the use of technology for communication, management, and remote teaching. This study aimed to investigate how primary school teachers in China used technology during the Pandemic and to what extent they experienced Technostress, as well as the impact of Technostress on work–family conflicts and technology-induced health issues. A survey was conducted among 1,172 primary school teachers, and the results revealed that teachers exhibited a moderate to a high level of Technostress during the Pandemic, with differences observed in gender, age, and headteacher duties. Furthermore, Technostress was positively correlated with work–family conflicts and technology-induced health issues. Technology use intensity was found to directly impact work–family conflicts and personal health and indirectly impact them via the agency effects of Technostress. School support moderated the indirect relationship between technology use intensity and work–family conflicts and health issues, with higher levels of school support leading to less apparent impacts of technology intensity on work–family conflicts and personal health via the agency effect of Technostress. These findings provide timely insights for post-pandemic teacher training and technology management and suggest the importance of school support in promoting sustainable educational development.

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          Common method biases in behavioral research: A critical review of the literature and recommended remedies.

          Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
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              Public responses to the novel 2019 coronavirus (2019‐nCoV) in Japan: Mental health consequences and target populations

              In December 2019, cases of life‐threatening pneumonia were reported in Wuhan, China. A novel coronavirus (2019‐nCoV) was identified as the source of infection. The number of reported cases has rapidly increased in Wuhan as well as other Chinese cities. The virus has also been identified in other parts of the world. On 30 January 2020, the World Health Organization (WHO) declared this disease a ‘public health emergency of international concern.’ As of 3 February 2020, the Chinese government had reported 17 205 confirmed cases in Mainland China, and the WHO had reported 146 confirmed cases in 23 countries outside China.1 The virus has not been contained within Wuhan, and other major cities in China are likely to experience localized outbreaks. Foreign cities with close transport links to China could also become outbreak epicenters without careful public health interventions.2 In Japan, economic impacts and social disruptions have been reported. Several Japanese individuals who were on Japanese‐government‐chartered airplanes from Wuhan to Japan were reported as coronavirus‐positive. Also, human‐to‐human transmission was confirmed in Nara Prefecture on 28 January 2020. Since then, the public has shown anxiety‐related behaviors and there has been a significant shortage of masks and antiseptics in drug stores.3 The economic impact has been substantial. Stock prices have dropped in China and Japan, and other parts of the world are also showing some synchronous decline. As of 3 February 2020, no one had died directly from coronavirus infection in Japan. Tragically, however, a 37‐year‐old government worker who had been in charge of isolated returnees died from apparent suicide.4 This is not the first time that the Japanese people have experienced imperceptible‐agent emergencies – often dubbed as ‘CBRNE’ (i.e., chemical, biological, radiological, nuclear, and high‐yield explosives). Japan has endured two atomic bombings in 1945, the sarin gas attacks in 1995, the H1N1 influenza pandemic in 2009, and the Fukushima nuclear accident in 2011: all of which carried fear and risk associated with unseen agents. All of these events provoked social disruption.5, 6 Overwhelming and sensational news headlines and images added anxiety and fear to these situations and fostered rumors and hyped information as individuals filled in the absence of information with rumors. The affected people were subject to societal rejection, discrimination, and stigmatization. Fukushima survivors tend to attribute physical changes to the event (regardless of actual exposure) and have decreased perceived health, which is associated with decreased life expectancy.7, 8 Fear of the unknown raises anxiety levels in healthy individuals as well as those with preexisting mental health conditions. For example, studies of the 2001 anthrax letter attacks in the USA showed long‐term mental health adversities as well as lowered health perception of the infected employees and responders.9 Public fear manifests as discrimination, stigmatization, and scapegoating of specific populations, authorities, and scientists.10 As we write this letter, the coronavirus emergency is rapidly evolving. Nonetheless, we can more or less predict expected mental/physical health consequences and the most vulnerable populations. First, peoples' emotional responses will likely include extreme fear and uncertainty. Moreover, negative societal behaviors will be often driven by fear and distorted perceptions of risk. These experiences might evolve to include a broad range of public mental health concerns, including distress reactions (insomnia, anger, extreme fear of illness even in those not exposed), health risk behaviors (increased use of alcohol and tobacco, social isolation), mental health disorders (post‐traumatic stress disorder, anxiety disorders, depression, somatization), and lowered perceived health. It is essential for mental health professionals to provide necessary support to those exposed and to those who deliver care. Second, particular effort must be directed to vulnerable populations, which include: (i) the infected and ill patients, their families, and colleagues; (ii) Chinese individuals and communities; (iii) individuals with pre‐existing mental/physical conditions; and, last but not least, (iv) health‐care and aid workers, especially nurses and physicians working directly with ill or quarantined persons. If nothing else, the death of the government quarantine worker must remind us to recognize the extent of psychological stress associated with imperceptible agent emergencies and to give paramount weight to the integrity and rights of vulnerable populations. Disclosure statement The authors declare no conflicts of interest. Supporting information File S1 Online health information sources for the novel coronavirus (2019‐nCoV). Click here for additional data file.
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                Author and article information

                Contributors
                URI : https://loop.frontiersin.org/people/1276708/overviewRole:
                URI : https://loop.frontiersin.org/people/2219735/overviewRole: Role:
                Role: Role: Role:
                Role: Role:
                URI : https://loop.frontiersin.org/people/1937782/overviewRole: Role: Role:
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                21 November 2023
                2023
                : 14
                : 1267767
                Affiliations
                [1] 1Department of Primary Education, Teacher’s College, Qingdao University , Qingdao, China
                [2] 2Department of Psychology, Teacher’s College, Qingdao University , Qingdao, China
                [3] 3Department of Instructional Technology, Teacher’s College, Qingdao University , Qingdao, China
                [4] 4Center of Educational Research, Teacher’s College, Qingdao University , Qingdao, China
                Author notes

                Edited by: Soledad Romero-Rodríguez, University of Seville, Spain

                Reviewed by: Tingyin Wong, Hong Kong Polytechnic University, Hong Kong SAR, China; María-Luisa Rodicio-García, University of A Coruña, Spain

                *Correspondence: Li Zhang, zhangli@ 123456qdu.edu.cn
                Article
                10.3389/fpsyg.2023.1267767
                10703183
                38078227
                f7104a26-2526-4e96-be4b-f9dabc6021fc
                Copyright © 2023 Wang, Zhang, Wang, Liu and Lv.

                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.

                History
                : 27 July 2023
                : 16 October 2023
                Page count
                Figures: 6, Tables: 7, Equations: 0, References: 75, Pages: 16, Words: 12109
                Funding
                The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The study was partially supported by the Shandong Provincial Education Science 14th Five-Year Plan Annual Project, under grant number “2021ZD002”; also supported by the National Social Science Foundation, under grant number “18BZZ099”.
                Categories
                Psychology
                Original Research
                Custom metadata
                Educational Psychology

                Clinical Psychology & Psychiatry
                technostress,primary teachers,school support,work–family conflicts,personal health

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