Defining Teachers’ Technostress Levels: A Scale Development

Abstract

With the integration of technology in recent years, use of technology has rapidly increased in educational system, and has become almost a must rather than an option. The use of technology in educational processes accompanies some adaptation issues due to the nature of technology (rapid development, cost, need for electricity, change of roles, etc.). An important professional group that has been affected from this process is teaching. The pressure on teachers results in a stress commonly referred as techno-stress. The purpose of the present study is developing a Likert-type scale called as “Teachers’ Techno-stress Levels Defining Scale (TTLDS)” intended for defining teachers’ techno-stress levels. In accordance with this purpose, data were collected from 395 teachers. The steps followed in the present scale development study respectively are; forming the theoretical framework and pool of items, getting expert opinion, and testing validity and reliability. To define factor structure for validity, exploratory and confirmatory factor analyses, and item discrimination; and for reliability internal consistency coefficient (Cronbach Alpha) and split-halves reliability coefficient (Spearman-Brown) were calculated. Validity and reliability studies resulted in a 28-item, five-factor (“Learning-Teaching Process Oriented”, “Profession Oriented”, “Technical Issue Oriented”, “Personal Oriented”, and “Social Oriented”) scale. For reliability coefficients, Cronbach Alpha was calculated as 0.917, and Spearman-Brown was calculated as 0.845.

Keywords: Technostress, Psychology, ICT use, Teachers.