Technostress Among School Heads And Teachers of Baggao West District: A Basis For An ICT Intervention Plan

Abstract

This study explored the technostress, a growing concern, among school heads and teachers in the Baggao West District, Philippines. The aim was to inform the development of an intervention plan to create a more supportive technological environment for educators.

A descriptive correlational design was employed to investigate relationships between variables influencing technostress. Questionnaires were distributed to all school heads and purposive samples of EPP-ICT teachers.

The findings revealed that school heads, typically older with higher qualifications, reported higher technostress levels compared to teachers. Factors contributing to technostress included age, qualifications, job security, workload, and a lack of ICT training. Educators commonly experienced stress related to integrating technology into teaching processes, dealing with technical issues, and keeping pace with rapid technological advancements.

Interestingly, the study identified a statistically significant gender difference, with female teachers reporting greater technostress.

The age difference between school heads and teachers suggests a potential link between age and comfort level with technology, which might influence technostress. The identified gap in ICT training highlights the need for targeted interventions to equip educators with the necessary skills. 

Based on the findings, the study proposes recommendations to create a more supportive technological environment. These include implementing targeted training programs, providing readily available technical support systems, and fostering a culture of collaboration among educators.

The findings provided a strong foundation for developing an ICT intervention plan that addresses the identified technostress factors through targeted training, technical support, and collaborative practices. The study also highlights the need for further research into the gender dimension of teacher technostress to inform the development of more needs-based interventions.