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The COVID-19 pandemic inducer of technostress in teachers of the Ecuadorian education of second level

Abstract:

Almost two years after the adaptation of teaching work to the remote modality was imposed, the educational public policy does not visualize in its current discourse the attention to teaching techno-stress as a priority and there are no concrete actions directed in that direction. A quantitative, observational, descriptive and correlational study was carried out in three public schools, in order to obtain information on the prevalence of technostress in teachers and provide empirical evidence about the differences between the sexes, in terms of some factors associated with it. The results of techno-stress in the participating teachers, regardless of age, sex and years of experience and correlated with technological overload, intensity of daily work, techno-invasion and the socio-emotional consequences of working outside working hours, in context COVID-19 and, as consequences, a negative impact on their psychological well-being; the data provided suggest interesting implications of the use of ICTs that extend beyond education and technology, also reaching the fields: social, occupational health and psychological. Therefore, it is recommended to continue conducting research on this phenomenon during and after COVID-19.