Authors : Veerendrakumar M Narasalagi, Veerendrakumar M Narasalagi, Shridevi Shintri, Shridevi Shintri, Ummi Naiemah Saraih, Ummi Naiemah Saraih
DOI : 10.18231/j.jmra.2021.039
Volume : 8
Issue : 4
Year : 2021
Page No : 202-207
Teachers in schools, colleges, and universities have utilized Information and Communication Technology (ICT) based learning and teaching in the present COVID-19 pandemic situation. Teachers, students, and all other stakeholders have been stressed as a result of this abrupt paradigm shift in education. In recent years, teaching has become a difficult job (Saras, 2018), Instructors are expected to quickly adapt and incorporate technological innovations into their teaching while also participating in administrative and other academic activities, all of which contribute to occupational stress among teachers. Competition has crept into the education industry in this dynamic climate. Faculty today serves in a variety of positions in addition to instructing students, such as mentor, coach, consultant, administrator, researcher, and so on. He or she is required to devote more time and effort to the institutions to meet the demands of an ever-changing academic environment. This study attempted to study the influence of personal variables like gender, course and tenure on technostress. The results found that the personal characteristics had no significant impact on technostress in a sample of 84technical and non-technical faculty members. Further, technostress did not show to have any impact on job satisfaction and organisational commitment; indicating a need for a more comprehensive further study.
Keywords: Faculty, Higher education, Stress, Technostress, Technical, NonÂtechnical