Assessing the relationship between information overload, role stress, and teachers’ job performance: Exploring the moderating effect of self-efficacy

Abstract

The integrated technologies’ role has increased at educational institutes, and multiple information resources have increased the phenomenon of information overload and role stress among teachers. This study investigated the relationship between information overload, role stress, and teachers’ job performance. Additionally, explored the moderating effect of teachers’ self-efficacy. This study employed a quantitative research design and used a survey approach. Data was collected from 284 teachers working in the public –sector primary, middle and secondary schools. IBM SPSS and SmartPLS 3.0 were used to analyze the data. Findings indicated that information overload has a negative direct effect on teachers’ job performance. Further, information overload has a positive and significant impact on role stress that decreases job performance. Moreover, the mediator ‘role ambiguity’ has significantly mediated the effect of information overload on the job performance. However, the impact of information overload was not passing through the mediator role conflict. Self-efficacy has a moderating effect on the relationship between information overload, role stress, and job performance. Additionally, this study has also discussed theoretical and practical implications.