Abstract
This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity and techno-overload subconstructs were statistically significant pre-pandemic. Techno-insecurity was statistically significant during the pandemic. Gender and years of teaching online were not observed among faculty to modify online teaching motivations. Results are presented to supply institutions of higher learning with evidence to support faculty with online learning undertakings while leveraging opportunities to manage enrollment.
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