본문 바로가기
KERD
논문KCI 등재

Do the Technostress Creators Predict Job Satisfaction and Teacher Efficacy of Primary School Teachers in Korea?

임규연|이민영
한국교육공학회 (Korean Society Of Educational Technology)|2020.04|Educational Technology International|제21권 제1호|pp. 69-95

0

조회

0

다운로드

2

인용

0

참고문헌

키워드

Teacher efficacyTechnostressTeacher job satisfactionPrimary school teacher
주제분류교육학

초록

The purpose of this research is to analyze the predictive powers of the five technostress creators – techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty – in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher’s stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

Abstract

The purpose of this research is to analyze the predictive powers of the five technostress creators – techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty – in job satisfaction and teacher efficacy of primary school teachers in Korea when they incorporated mobile technology into teaching. A questionnaire was designed to measure the level of teacher’s stress from technology, job satisfaction and teacher efficacy. Data were collected from 164 teachers. Multiple regression analysis was conducted to explain which area of technostress led to varying degrees of job satisfaction and teacher efficacy. The results showed that techno-complexity alone predicted both job satisfaction and teacher efficacy. The reason why techno-complexity was the only predictor is that teachers would have first needed to understand how to incorporate mobile technology into teaching, before feeling overloaded, invaded, insecure, or uncertain about it, meaning techno-complexity precedes other constructs. Therefore, the only stress factor that affected them was how to understand the complexity of mobile technology. This calls for adequate training and support from schools and governments in order for the teachers to fully incorporate technology into teaching.

참고문헌 (73)

  1. Abbott, D. H., "Constructing a creative self-efficacy inventory: A mixedmethods inquiry", pp.2010
  2. Ahmad, U. N. U., "The relationship between technostress creators and organisational commitment among academic librarians", Procedia-Social and Behavioral Sciences, 40, pp.182~186 (2012)
  3. Al-Fudail, M., "Investigating teacher stress when using technology", Computers & Education, 51(3), pp.1103~1110 (2008)
  4. Albion, P., "Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology", Proceedings of the 10th International Conference of the Society for Information Technology & Teacher Education, pp.1602~1608 (1999), Association for the Advancement of Computing in Education
  5. Aldunate, R., "Teacher adoption of technology", Computers in Human Behavior, 29(3), pp.519~524 (2013)
  6. Alger, C., "Technology supported cognitive apprenticeship transforms the student teaching field experience : Improving the student teaching field experience for all triad members", The Teacher Educator, 46(1), pp.71~88 (2010)
  7. Allinder, R. M., "The relationship between efficacy and the instructional practices of special education teachers and consultants", The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), pp.86~95 (1994)
  8. Ashton, P., "Teacher efficacy : A motivational paradigm for effective teacher education", Journal of Teacher Education, 35(5), pp.28~32 (1984)
  9. Ashton, P., "Making a difference: Teachers' sense of efficacy and student achievement" (1986), Longman Publishing Group
  10. Ayyagari, R., "Technostress : technological antecedents and implications", MIS Quarterly, 35(4), pp.831~858 (2011)
  11. Bandura, A., "Self-efficacy: The exercise of control" (1997), Freeman
  12. Black, S. E., "How to compete : The impact of workplace practices and information technology on productivity", Review of Economics and Statistics, 83(3), pp.434~445 (2001)
  13. Brod, C., "Technostress: The human cost of the computer revolution" (1984), Addison Wesley
  14. Brosnan, M. J., "The impact of computer anxiety and self‐efficacy upon performance", Journal of Computer Assisted Learning, 14(3), pp.223~234 (1998)
  15. Chen, L., "Validating the technostress instrument using a sample of Chinese knowledge workers", Journal of International Technology and Information Management, 24(1), pp.65~82 (2015)
  16. 정문효, "정보시스템(IS) 사용자의 테크노스트레스가 IS 부담감과 성과기대에 미치는 영향", 중소기업연구, 35(4), pp.121~142 (2013), 한국중소기업학회
  17. Coladarci, T., "Teachers' sense of efficacy and commitment to teaching", The Journal of Experimental Education, 60(4), pp.323~337 (1992)
  18. Compeau, D., "Social cognitive theory and individual reactions to computing technology: A longitudinal study", MIS Quarterly, pp.145~158 (1999)
  19. Dinham, S., "A three domain model of teacher and school executive career satisfaction", Journal of Educational Administration, 36(4), pp.362~378 (1998)
  20. Doll, W. J., "A discrepancy model of end-user computing involvement", Management Science, 35(10), pp.1151~1171 (1989)
  21. Evans, E. D., "Perceived teaching problems, self-efficacy, and commitment to teaching among pre-service teachers", The Journal of Educational Research, 80(2), pp.81~85 (1986)
  22. García-Peñalvo, F. J., "Problems and opportunities in the use of technology to manage informal learning", Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp.573~580 (2014), ACM
  23. Gibson, S., "Teacher efficacy : A construct validation", Journal of Educational Psychology, 76(4), pp.569~ (1984)
  24. Glickman, C. D., "A comparison of first‐year, fifth‐year, and former teachers on efficacy, ego development, and problem solving", Psychology in the Schools, 19(4), pp.558~562 (1982)
  25. Grabe, M., "Integrating technology for meaningful learning" (2008), Houghton-Mifflin
  26. Hew, K. F., "Integrating technology into K-12 teaching and learning : Current knowledge gaps and recommendations for future research", Educational Technology Research and Development, 55(3), pp.223~252 (2007)
  27. Jena, R. K., "Technostress in ICT enabled collaborative learning environment : An empirical study among Indian academician", Computers in Human Behavior, 51, pp.1116~1123 (2015)
  28. Jhurree, V., "Technology integration in education in developing countries : Guidelines to policy makers", International Education Journal, 6(4), pp.467~483 (2005)
  29. Johnson, S. M., "The schools that teachers choose", Educational Leadership, 60(8), pp.20~24 (2003)
  30. Joo, Y. J., "The effects of secondary teachers’technostress on the intention to use technology in South Korea", Computers &Education, 95, pp.114~122 (2016)
  31. Kent, T. W., "Will technology really change education? From blackboard to web" (1999), Corwin Press
  32. 김아영, "교사효능감 척도 타당화", 교육심리연구, 18(1), pp.37~58 (2004), 한국교육심리학회
  33. Kim, Y., "The second leap toward"world class"education in Korea", The Asia-Pacific Education Researcher, 23(4), pp.783~794 (2014)
  34. Predicting Teacher Job Satisfaction, "Kim, I.", Ohio State University, ~, pp.No. ED383707 (1994)
  35. Kim, K. A., "Effects of technostress on job satisfaction, task flow and continuous flow", The Korea Society of Management information Systems, pp.143~154 (2014)
  36. 김성종, "국내 학교교육에서의 테크놀로지 기반 학습자 중심 학습환경 연구의 동향분석", 교육공학연구, 32(3), pp.611~641 (2016), 한국교육공학회[DOI]
  37. 김영우, "초등학교 교사의 디지털 교과서에 대한 인식과 정보기술수용모델에 기반한 디지털 교과서 수용에 관한 연구", 디지털융복합연구, 11(2), pp.9~18 (2013), 한국디지털정책학회
  38. Klecker, B, "Exploring the relationship between teacher empowerment and teacher job satisfaction", A Paper Presented at the Annual Meeting of the Mid-Western Educational Research Association (1996)
  39. Knight, C., "Releasing the pedagogical power of information and communication technology for learners: A case study", International Journal of Education and Development Using ICT, 2(2) (2006)
  40. "2015 Educational Statistics" (2016)[URL]
  41. "2015 National Curriculum of Korea" (2016)[URL]
  42. Lee, H. J., "A study on a teacher-efficacy scale development", Master, pp.1998
  43. 이지영, "유아교사의 테크노스트레스와 교사효능감의 관계에서스트레스대처의 매개효과", 스트레스 硏究, 26(1), pp.46~51 (2018), 대한스트레스학회[DOI]
  44. 이윤식, "학교조직건강, 개인적 교사효능감, 집단적 교사효능감 및 수업전문성 간의 관계", 한국교원교육연구, 29(4), pp.541~564 (2012), 한국교원교육학회[DOI]
  45. Lu, J., "Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology", The Journal of Strategic Information Systems, 14(3), pp.245~268 (2005)
  46. Mardia, K. V., "Measures of multivariate skewness and kurtosis with applications", Biometrika, 57(3), pp.519~530 (1970)
  47. Miskel, C., "The educational work components study : An adapted set of measures for work motivation", The Journal of Experimental Education, 42(1), pp.45~50 (1973)
  48. Motshegwe, M. M., "Factors influencing instructors’ attitudes toward technology integration", Journal of Educational Technology Development and Exchange, 8(1), pp.1~16 (2015)
  49. Literature Review in Mobile Technologies and Learning: Report 11, "Naismith, L.", Futurelab, ~ (2004)
  50. 박종필, "조직구성원들의 테크노스트레스 형성과 영향에 관한 연구", 한국IT서비스학회지, 12(2), pp.55~71 (2013), 한국IT서비스학회[DOI]
  51. Ragu-Nathan, B. S., "The Consequences of Technostress for End Users in Organizations : Conceptual Development and Empirical Validation", Information Systems Research, 19(3), pp.417~433 (2008)
  52. Roblyer, M. D., "Integrating educational technology into education" (2010), Pearson
  53. Roh, J., "Conceptualizing and measuring job satisfaction of teachers", The Korean Society for the Study of Educational Administration, 19(2), pp.163~181 (2001)
  54. Russell, G., "Teachers' computer anxiety : Implications for professional development", Education and Information Technologies, 2(1), pp.17~30 (1997)
  55. Saettler, L. P., "The evolution of American educational technology" (1990), Libraries Unlimited
  56. Sahin, I., "Impact of preservice teachers’technological pedagogical content knowledge on their vocational self-efficacy beliefs", Proceedings of the Society for Information Technology & Teacher Education International Conference, pp.4137~4144 (2009)
  57. Scheopner, A. J., "Irreconcilable differences : Teacher attrition in public and catholic schools", Educational Research Review, 5(3), pp.261~277 (2010)
  58. Schwarzer, R., "Perceived teacher self‐efficacy as a predictor of job stress and burnout : Mediation analyses", Applied Psychology, 57(1), pp.152~171 (2008)
  59. Shu, Q., "The impact of computer self-efficacy and technology dependence on computer-related technostress : A social cognitive theory perspective", International Journal of Human-Computer Interaction, 27(10), pp.923~939 (2011)
  60. Singh, H., "Building effective blended learning programs", Educational Technology, 43(6), pp.51~54 (2003)
  61. Skaalvik, E. M., "Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout", Journal of Educational Psychology, 99(3), pp.611~625 (2007)
  62. Skaalvik, E. M., "Does school context matter? Relations with teacher burnout and job satisfaction", Teaching and Teacher Education, 25(3), pp.518~524 (2009)
  63. Smith, M. J., "New technology, automation, and work organization : stress problems and improved technology implementation strategies", International Journal of Human Factors in Manufacturing, 5(1), pp.99~116 (1995)
  64. 소연희, "초등교사의 테크놀로지 내용교수학적 지식(Technology, Pedagogy, and Content Knowledge: TPACK)척도 개발 및 타당화", 교육종합연구, 11(1), pp.157~175 (2013), 교육종합연구원
  65. Somvir, S. K., "Job satisfaction among library professionals in Haryana state", International Journal of Scientific and Research Publications, 2(5), pp.1~5 (2012)
  66. Stevenson, M. P., "Learning a language with Web 2. 0 : Exploring the use of social networking features of foreign language learning websites", CALICO Journal, 27(2), pp.233~259 (2010)
  67. Tarafdar, M., "The impact of technostress on role stress and productivity", Journal of Management Information Systems, 24(1), pp.301~328 (2007)
  68. Traxler, J., "Defining, discussing and evaluating mobile learning: The moving finger writes and having writ", The International Review of Research in Open and Distributed Learning, 8(2) (2007)
  69. Tschannen-Moran, M., "Teacher efficacy : capturing an elusive construct", Teaching and Teacher Education, 17(7), pp.783~835 (2001)
  70. Vlăduţ, C., "Work stress, personal life, and burnout. Causes, consequences, possible remedies–A theoretical review", Cognition, Brain, Behavior:An Interdisciplinary Journal, 14(3), pp.261~280 (2010)
  71. Yang, X., "Relationship between quality of life and occupational stress among teachers", Public Health, 123(11), pp.750~755 (2009)
  72. 임명성, "테크노스트레스 유발 요인의 원인과 영향에 대한 연구", 디지털융복합연구, 11(10), pp.31~45 (2013), 한국디지털정책학회
  73. Zembylas, M., "Sources of teacher job satisfaction and dissatisfaction in Cyprus", Compare, 36(2), pp.229~247 (2006)

이 간행물의 다른 논문 (3건)

Validating a Structural Model of Using Mobile Technology for Learning among High School Students윤헌철pp. 1-29A Study on Designing an Education Cooperation Model for HRD in Asia-Pacific Region: Focusing on Education Project of APEC연경심, 장환영pp. 31-67Exploring Factors Affecting the Emotions of Middle School Students toward Using Digital Textbooks성은모, 이성혜pp. 97-123
원문 보기