A Study On The Technology-induced Pressure And Its Occurrence Mechanism Of Urban Primary School Teacher

With the rapid development of science and technology,the emergence of information technology has a profound and huge impact on human life.It provides great convenience for human life,but at the same time it brings additional pressure to technology users,so the concept of “Technostress” came into being.Teachers,as the main users of emerging technologies,also suffer from such pressures.For example,some teachers will increase and cause psychological and physical discomfort when they directly or indirectly learn and use information technology due to the update iteration and complexity of information technology,which in turn breeds teachers’ negative attitude towards technology and hinders.The improvement of teaching effect with the support of its technology.The purpose of this study is to analyze the current situation of the technostress of primary school teachers in many urban areas of Shandong Province,to summarize the ways and influencing factors of this group of technostress,and to propose corresponding coping strategies,so as to provide solutions for relieving teachers’ technostress and improving teachers’ working conditions.Based on the reality,promote the process of education informatization in our country.This study adopts the mixed research method and under the guidance of the ecosystem theory,to understand the current situation of the technostress of primary school teachers in many urban areas of Shandong Province.Through a questionnaire survey of324 urban primary school teachers and an in-depth interview with 10 urban teachers,the results show that: 1)At present,urban primary school teachers are under great technostress,especially in the three aspects of technology load,technology invasion,and technology uncertainty.2)The technostress level of primary school teachers in urban areas will increase with the increase of age and teaching years.The greater the number of children a teacher has,the greater the pressure on technology.In addition,the technostress of teaching auxiliary subjects is greater than that of main subject teachers,and the technostress of teachers whose professional background is specific subject teaching is the greatest.3)There is a significant positive correlation between technology use intensity,work-family conflict and technostress,and there is also a significant positive correlation between school support and work-family conflict.4)Work-family conflict plays a complete mediating role in school support and teachers’ technostress,that is to say,whether school support can alleviate teachers’ technostress needs to be judged and predicted by teachers’ personal work-family conflict feelings.The relevant conclusions of this study can help to further understand the pressure of teachers’ technology and provide a diverse perspective for research in this field.