Research On The Double-edged Effect Of Technostress On Primary And Secondary School Teachers

With the in-depth development of education informatization,it is difficult for teachers to avoid the technostress and its impact.Especially under the impact of COVID-19 on education and teaching,the teachers’ technostress has become increasingly prominent.However,the fragmented nature of the research makes the positive effects of technostress remain in the theoretical pavilion.The double-edge effect of teachers’ technostress needs to be clarified in order to understand the technostress of teachers more objectively and correctly lead the development of teachers’ teaching informatization ability.Through literature review,it is found that although the related research of technostress is not mature and systematic,it has been guided by relevant theories.There is no research on the double-edge effect of teachers’ technostress,and the specific situation on which the double-edge effect is attached can not be distinguished.Only by facing up to the new problems and correctly and comprehensively understanding the technostress can we further promote the development of educational informatization.Therefore,this study will try to answer the following three questions:(1)Do teachers’ personal and job resources have an impact on technological stress?(2)How does technostress trigger the double-edge effect?(3)What role does technostress play in situations that trigger positive and negative outcomes for teachers?Based on the Conservation of Resources theory and Interaction theory,this study integrated the Job Demands–Resources model and Transaction based model of stress to build a more comprehensive hypothesis model for the study of the double-edge effect of technostress,in order to verify the relationship between technostress,personal resources(technological self-efficacy,TPACK),job resources(school support),job engagement,job burnout and job performance.The study adopted the questionnaire survey method,with primary and secondary school teachers as the survey objects,and a total of 4052 valid questionnaires were collected.After the data passed item analysis,exploratory factor analysis and reliability and validity test,confirmatory factor analysis and structural reliability and validity test were carried out.Finally,structural equation model(SEM)was used to verify the hypothesis model of total sample(N=4052)and subsample(high technology pressure + high technology self-efficacy)(N=800).The results show that the two methods have a good fit.However,the structural equation model only reflects the simple causal relationship between variables,and the specific situation that causes the positive or negative results of teachers is not clear.Therefore,next,fuzzy set qualitative comparative analysis(fsQCA)is used to explore the specific configurations that trigger high or non-high work performance in total samples and subsamples and the role of technostress in them.The SEM analysis results show that:(1)the total sample data model only shows the negative effect of technical pressure,while the subsample data model reflects the double-edge effect of technical pressure.(2)Technology self-efficacy is the key factor affecting technology stress,but TPACK has no direct effect on it;(3)Compared with individual resources,job resources can better alleviate the problem of teacher burnout and enable teachers to show positive attitudes or behavioral responses.Through the analysis of fsQCA,it is found that:(1)the existence of high level of technostress can trigger both high and non-high job performance of teachers.The key is to consider the combination effect of other antecedent conditions;(2)Job involvement is the key factor that triggers high or low job performance of teachers;(3)With the support of high level of technical self-efficacy,although high level of technostress can promote teachers’ job involvement,it may not necessarily make teachers achieve high job performance.Based on this,the study not only verifies the double-edge effect of technostress,but also clarifies the specific situations in which positive or negative results are produced,which helps to care for teachers more accurately and provides theoretical basis for the formulation of individualized,classified and hierarchical support strategies.