The Role of Gender, TPACK, School Support and Job Satisfaction in Predicting the Technostress Levels of Social Studies Teachers *
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Turkish Education Assoc
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Technostress which is called a disease of the modern era has significantly increased its impact on educators due to the Covid-19 pandemic. In this period, social studies teachers also encounter technostress intensively. The aim of this study is to determine the relationships between the technostress levels of social studies teachers and the variables of gender, Technological Pedagogical Content Knowledge [TPACK], school support, and job satisfaction. The study is based on a quantitative research approach and is designed with a correlational survey model. The data of the study were obtained from 270 social studies teachers working in secondary schools. Personal information form, Technostress Scale, Technopedagogic Education Competency Scale (TPACK-deep), School Support Scale, and Minnesota Job Satisfaction Questionnaire-Short Form were used to collect the research data. In the analysis of the research data, SPSS 22.0 program was used. In the analysis of the data, descriptive statistics, Pearson correlation coefficient, and hierarchical multiple regression analysis were used. As a result of the research, it was found that gender, TPACK, school support, and job satisfaction significantly predict the technostress levels of social studies teachers. Future research may focus on how school culture can be strengthened to reduce the technostress levels of social studies teachers.
Açıklama
Anahtar Kelimeler
Social Studies Teacher Technostress TPACK School Support Job Satisfaction
Kaynak
Egitim Ve Bilim-Education and Science
WoS Q Değeri
Q4
Scopus Q Değeri
Q3
Cilt
47
Sayı
210
