The Relationship Between Technical Stress And Willingness To Continue Using Online Teaching Among Primary And Secondary School Teachers In The Context Of Online Teachin

During the COVID-19 pandemic,the Ministry of Education has advocated the postponement of the opening of primary and secondary schools across the country and encouraged local governments to use the Internet,information technology and information-based education resources to teach students.While information technology tools make teaching and learning convenient,they also bring discomfort to teachers.In order to meet the demands of online teaching,teachers need to learn and master information technology tools related to online teaching in a short time,but they cannot guarantee that they have the skills needed to adopt new technology tools and update technology tools,resulting in technostress.As the integration of information technology in online teaching process is very important to teaching results,technostress will affect teachers’ subjective feelings,teaching behavior and willingness to continue using online teaching.Therefore,it is necessary to study the relationship between technostress and the willingness to continue using online teaching.In this study,relevant literatures such as technostress,self-efficacy,satisfaction and continuous use intention were firstly reviewed and summarized to discuss the possibility of further research.Based on the theory of resource conservation,a model of the relationship between technostress and the willingness to continue using online teaching was constructed,with teaching self-efficacy and teaching satisfaction as the mediating variables.On the basis of the theoretical model,this study draws on the relevant maturity scale,and makes corresponding adjustments according to the actual scene of online teaching of primary and secondary school teachers to form the questionnaires of this study.Taking primary and secondary school teachers as the research objects,332 valid samples were obtained.Statistical software SPSS27.0 and Amos24.0 were used for data analysis,and the theoretical model and research hypothesis were tested.The results are as follows:(1)There is a significant negative correlation between technostress and continuous use intention of online teaching,and technostress has a significant negative predictive effect on continuous use intention of online teaching.(2)Technostress is negatively correlated with teaching self-efficacy and teaching satisfaction,and technostress has a significant negative predictive effect on teaching self-efficacy and teaching satisfaction.There was a significant positive correlation between teaching self-efficacy,teaching satisfaction and the intention to continue using online teaching.(3)Teaching self-efficacy and teaching satisfaction play mediating roles in the relationship between technostress and online teaching continuous use intention,respectively.Technostress can indirectly affect the intention of continuous use of online teaching through the chain mediating of teaching self-efficacy and teaching satisfaction.Therefore,this study draws the following conclusions: Based on the theory of resource conservation,this study finds the impact of technostress on the continuous use intention of online teaching of primary and secondary school teachers,that is,the technostress of primary and secondary school teachers will lead to the reduction of teaching self-efficacy,which will lead to the reduction of teachers’ satisfaction with online teaching,and ultimately the willingness to continue using online teaching.Finally,based on the conclusions above,this study puts forward specific suggestions and countermeasures to reduce the pressure of online teaching technology for primary and secondary school teachers from the level of schools and teachers,Firstly,the school managers should strengthen the technical support for teachers,organize special training of technology tools,track the use of information technology tools in the online teaching process of teachers,and establish a cross-school collaborative online teaching service and guarantee working group.Secondly,the school managers should promote a supportive atmosphere among teachers and build a community platform for online teaching practice exchange within the school or across schools,strengthen inter-school cooperation so that teachers’ online teaching experience can be quickly circulated.Finally,teachers themselves should embrace changes,take the initiative to learn information technology tools,improve their own information-based teaching literacy,take the initiative to learn and use teaching methods suitable for the characteristics of online teaching,improve their own ability to control online classroom,improve the effect of online teaching.