Title | ||
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An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers |
Abstract | ||
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Drawing on literature from organizational stress, teacher stress, and technostress, and on the stressor-strain and P-E Fit theoretical lenses, this paper builds and empirically tests a model of technostress in the context of kindergarten through 12th grade (K-12) education. Technostress is framed conceptually as a process that includes techno-stressors, strain, and outcomes, as well as mechanisms that can reduce the techno-stressors and strain variables. The model is tested empirically using survey data from 416 K-12 teachers employed in the United States. The effects of five techno-stressors—techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty—on strain in the form of burnout, and the impact of burnout on turnover intention, are investigated. The mitigating effect of literacy facilitation on the five techno-stressors and burnout is also tested. Results indicate that techno-insecurity, techno-invasion, and techno-overload significantly increase burnout, and literacy facilitation can mitigate the negative impact of techno-complexity, techno-insecurity, techno-invasion, techno-overload, and burnout. Burnout also has a significant positive effect on turnover intention. |
Year | DOI | Venue |
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2020 | 10.1016/j.compedu.2020.103971 | Computers & Education |
Keywords | DocType | Volume |
Technostressors,Burnout,Teaching,Turnover intention,Stress,Teacher stress | Journal | 157 |
ISSN | Citations | PageRank |
0360-1315 | 2 | 0.38 |
References | Authors | |
0 | 2 |
Name | Order | Citations | PageRank |
---|---|---|---|
Christopher B. Califf | 1 | 2 | 0.38 |
Stoney Brooks | 2 | 47 | 7.62 |