Shreedevi Shintri

Abstract

There are several points of intersections on findings of authors on social and personal characteristics which brought diverse changes in personal and professional life, impacted social organizations and human relations (Lévy, 2001). Human relations are built on cyber culture which is more evident during COVID-19. This led to new ways of thinking and communicating among the individuals. Despite the substantial body of literature concerning different management models aligned with technostress and employee’s job satisfaction in the business field have not yet grown significantly. This paper aims to analyze and establish relation between technostress and employee’s job satisfaction by fitting a structural equation modeling approach. Analyses of the measurement model confirmed its convergent validity, composite reliability and discriminant validity. The analysis of the structural model showed discrepancies in some constructs, which, to some extent, disconfirm theoretical assumptions regarding the systemic and balanced relationships among the concepts. On the other hand, the results confirm the relationship between the variables. The study revealed the variables having impact on technostress, job satisfaction and organisational commitment in different proportions. Technostress also showed to have impact on job satisfaction and organisational commitment. The study used Structural Equation Modeling (SEM) method to find the relationship between technostress creators and Job satisfaction. The findings showed a negative impact of technostress creators on job satisfaction. Keywords: Job satisfaction, Organisational Commitment, Technostress, Structural equation model (SEM)

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Abstract

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, Non­technical

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