Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Michael B. Cahapay; Nathaniel F.  Bangoc II

doi:10.46661/ijeri.6145

Autores/as

Michael B. Cahapay Mindanao State University – General Santos https://orcid.org/0000-0002-0588-0022
Nathaniel F. Bangoc II Department of Education, Region XII

DOI:

https://doi.org/10.46661/ijeri.6145

Palabras clave:

Tecnología educativa, efectos psicológicos, educación a distancia, profesores, pandemia, Filipinas

Resumen

La percepción de tecnoestrés en la educación en constante aumento a niveles sin precedentes no es nueva. Sin embargo, en situaciones novedosas como la crisis global del COVID-19, el tecnoestrés y su influencia en importantes facetas de la enseñanza merecen una revisión. Este artículo se centra en la asociación del tecnoestrés sobre las características de la muestra y las variables de desempeño organizacional de los docentes en el contexto de la educación a distancia de emergencia que trajo la crisis del COVID-19. Siguiendo un diseño de investigación principalmente correlacional, se tomó como muestra a 2272 profesores de Mindanao, Filipinas. Los datos recolectados a través de instrumentos adaptados fueron tratados mediante estadística descriptiva e inferencial. Los resultados mostraron que los docentes experimentan un nivel moderado de tecnoestrés, niveles muy altos de desempeño y satisfacción laboral y un alto nivel de compromiso con la carrera. Además, se reveló que el tecnoestrés y sus cuatro conjuntos diferían significativamente según la edad, el género, el estado civil y la experiencia docente. Por último, se encontró que el tecnoestrés tiene una relación negativa significativa con el desempeño laboral. Las implicaciones prácticas de estos resultados en el desarrollo profesional de los profesores en el contexto de la educación a distancia de emergencia se discuten al final del estudio.

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Citas

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