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Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support

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Abstract

With the rapid development of technologies and the gradually increasing requirements of technology integration into teaching, teachers have been facing stress to keep pace with new technologies and to design pedagogical usage of technologies. Although prior studies have examined the creators and negative impacts of technostress, insights into the effective factors relieving teachers’ technostress are rather limited. To facilitate teacher improvement with technology usage and help school administrators develop preventive stress management strategies, this study constructed a structural model among teachers’ technostress, TPACK, computer self-efficacy, administration support, and collegial support, which were examined through a composite instrument adapted from previous studies. Data were collected from 366K-12 in-service teachers in China. After the exploratory factor analysis and confirmatory factor analysis, the results showed that the adapted instrument had adequate validity and reliability. Further, through structural equation modeling, the results indicated that administration support predicts teachers’ computer self-efficacy, and collegial support predicts both teachers’ TPACK and computer self-efficacy, which in turn negatively predict their technostress. The findings imply that primary and secondary school principals need to support teachers both administratively and through the creation of collegial professional learning communities to develop TPACK and computer efficacy to reduce teachers’ technostress.

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Acknowledgements

The research is funded by the International Joint Research Project of Faculty of Education, Beijing Normal University [ICER201902].

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Authors and Affiliations

  1. School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, 100875, China

    Yan Dong, Chang Xu & Xuesong Zhai

  2. Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR

    Ching Sing Chai

  3. Anhui Provincial Key Laboratory of Intelligent Building and Building Energy Saving, Anhui Jianzhu University, Hefei, 230022, China

    Xuesong Zhai

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  1. Yan Dong
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Appendix

Appendix

Part 1. Administration support 行政支持

1. My school provided sufficient training to us so that I know how to integrate ICT in teaching.

学校为我提供充足的培训支持,因此我知道如何应用信息与通讯技术进行教学。

2. The requirement and time table for implementing ICT integration was reasonable in my school so that I can at my own pace.

学校制定了合理的应用信息与通讯技术进行教学的要求和时间表,因此我可以按照我的节奏来进行。

3. My school provide enough infrastructure and resource so that I could do well on the task.

学校提供充足的设备和资源,所以我能顺利地完成任务。


Part 2. Collegial support 同事支持

1. I got encouragement from my colleagues when I encountered difficulties in integrating ICT in teaching.

当我在教学中整合信息与通讯技术遇到困难时,我能得到同事的鼓励。

2. Many colleagues shared useful resources and experience with me about integrating ICT in teaching.

许多同事能与我分享应用信息与通讯技术教学的资源与经验。

3. My colleagues and I made a concerted effort to integrating ICT in teaching.

我的同事能与我共同推动信息与通讯技术在教学中的应用。


Part 3. Computer self-efficacy 计算机效能感

1. I can always manage to solve difficult problems in using ICT if I try hard enough.

如我过尽力去做的话,我总是能够解决应用信息与通讯技术时的困难。

2. It is easy for me to keep up with important new ICT.

对我来说,跟上新的重要的信息与通信技术发展步伐是很容易的。

3. I am confident that I have the technical skills to use ICT effectively.

我相信我拥有有效使信息与通讯技术的技巧。

4. I can solve most technical problems when using ICT if I invest the necessary effort.

如果我投入必要的努力,我就可以解决大部分使用信息与通讯技术时的问题。

5. When I am confronted with a problem when using ICT, I can usually find several solutions

当我在使用信息与通讯技术遇到问题时,我总能找到几种解决方法。


Part 4. technological pedagogical content knowledge (TPACK) 整合技术的学科教学知识

1. I can structure activities to help students to construct different representations of the content knowledge using appropriate ICT tools (e.g., Webspiration, Mindmaps, Wiki).

我可以根据学科内容规划活动,帮助学生使用恰当的多媒体来建构不同的学科知识表述方式。(例如使用在线思路图,维基网等)。

2. I can create self-directed learning activities of the content knowledge with appropriate ICT tools (e.g., Blog, Webquest)

我能够针对学科内容设计电脑辅助学生自主学习(如利用博客,网络探究Webquest等)。

3. I can design inquiry activities to guide students to make sense of the content knowledge with appropriate ICT tools (e.g., simulations, Web-based materials).

我能够设计探究活动,并以适当的多媒体(例如模拟软件,网络资源)引导学生理解学科知识。

4. I can design lessons that appropriately integrate content, technology and pedagogy for student-centred learning.

我能恰当整合教学内容、多媒体技术和教学方法来设计教学,实现以学生为中心的学习。


Part 5. Technostress技术压力

1. ICT do not scare me at all.

信息与通讯技术不会让我感到惊慌。

2. Working with ICT would make me very nervous.

应用信息与通讯技术让我感到忐忑不安。

3. I do not feel threatened when others talk about ICT.

当他人谈论信息与通讯技术时,我不会感觉受到威胁。

4. It would not bother me at all to take ICT courses.

参加信息与通讯技术课程不会打扰到我。

5. ICT makes me feel uncomfortable.

信息与通讯技术让我感到不舒服。

6. I would feel at ease in ICT class.

我在信息与通讯技术课程中感到轻松。

7. I get a sinking feeling when I think of trying to use ICT.

当我想到要尽量使用信息与通讯技术时,我就会感到失落。

8. I would feel comfortable working with ICT.

用信息与通讯技术进行工作让我感到舒服。

9. ICT make me feel uneasy and confused.

信息与通讯技术让我感到不舒服和困惑。

10. I need to pay much effort to learn ICT.

我需要花费很多的努力来学习信息与通讯技术。

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Dong, Y., Xu, C., Chai, C.S. et al. Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support. Asia-Pacific Edu Res 29, 147–157 (2020). https://doi.org/10.1007/s40299-019-00461-5

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