Research On The Technostress Level And It's Influencing Factors Of Middle School Teachers

The rapid development of information and communication technology,making the modern society has undergone enormous changes,and gradually penetrate into the field of education.Technology is seen as a tool to promote teaching and learning,and the application in education and teaching tends to be normalized.Technology upgrading and the emergence of emerging technologies so that middle school teachers dizzying,coupled with China's education reform and information technology continue to move forward,not all teachers can be handy.Some teachers will appear anxiety,fear of the psychological,that is,technostress.Teachers' technostress affects teachers' application in teaching and explores the enthusiasm of information technology,which has hindered the development of educational informationization to a certain extent.This paper uses literature analysis to summarize and analyze the origin and development of technostress,the research of relevant influencing factors,the performance and harm of technostress,and analyze the influence of technostress on teachers.Through the questionnaire survey,this paper analyzes the current situation of the technostress of teachers in our country,analyzes the technostress level of the teachers in the middle school,analyzes the differences from the six aspects of gender,age,teaching age,educational background,title and teaching grades.The relationship between school support,TPACK,self-efficacy and the technostress of middle school teachers,according to the conclusions of the corresponding recommendations.According to the survey data and correlation analysis,the main conclusions are as follows:Firstly,the technostress of middle school teachers is at the upper level,the techno-overload,the techno-invasion and the techno-uncertainty increase the technostress of the middle school teachers.The techno-complexity has no obvious effect on the technostress of the middle school teachers.While middle school teachers'techno-insecurity are relatively low.Secondly,there is no significant difference in the technostress of middle school teachers between the educational background and the teaching grades.There are significant differences in gender,age,teaching age and title,among which female teachers have high technostress,elderly teachers of the technostress than the young teachers,the greater the age,the higher the title,middle school teachers,the more obvious technostress.Thirdly,the overall technostress is related to school support,TPACK,self-efficacy,and is positively related to school support and TPACK,indicating that school support and TPACK increase the technostress of middle school teachers.This is related to China's ongoing information education reform,and China's education reform is driven by the government-oriented top-down change,middle school teachers will meet the higher leadership and have a greater pressure.At present,the level of information technology in China has yet to be improved.The overall TPACK capacity of middle school teachers is moderate.Under the influence of stereotypes,the pressure of teachers with higher TPACK level will increase,and the self-efficacy can significantly reduce the technostress of middle school teachers.