Abstract
This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.
Highlights
The objective of this research is to measure the stress levels associated with the use of information and communication technologies (ICTs) and identify the existence of differences according to gender, in primary and secondary education teachers in the context of the COVID-19 pandemic, in Chile, where the complete closure of schools was implemented as sanitary measure
58.30% are primary school teachers, 35.2% are from secondary education, and the remaining 6.5% are from adult education
In the case of Chilean primary and secondary school teachers, it is advised that female teachers show a higher technostress than their male gender pairs, a condition that is consistent with other contemporary studies that have analyzed these differences
Summary
The objective of this research is to measure the stress levels associated with the use of information and communication technologies (ICTs) and identify the existence of differences according to gender, in primary and secondary education teachers in the context of the COVID-19 pandemic, in Chile, where the complete closure of schools was implemented as sanitary measure. The demands and resources of work in the educational field, where primary and secondary school teachers develop, have an important role in stress and exhaustion. Work in public middle schools, and especially in urban areas, are related to greater manifestations of stress and exhaustion on teachers, due to high labor demands and scarce resources, and stress with lower levels of education. The promotion of the school’s organizational health, personal selfconfidence, affiliation with colleagues, and having more resources academically, such as preventive interventions, are associated with less stress and exhaustion [2,3]
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