Technostress Creators in Higher Education During the Covid-19 Pandemic: A Comparison of Faculty Perceptions and Experiences

Abstract

The purpose of this study is to advance the scholarship related to techno-distress in higher education. Two surveys were conducted during the COVID-19 pandemic of college and university professors to evaluate technostress creator perceptions. The Technostress Creators Scale (Tarafdar et al., 2007) was used to measure the technostress of college and university faculty early in the pandemic ( 2020), (n = 307) and one year later ( 2021), (n = 94). The cross-sectional quantitative study revealed that faculty technostress was markedly curbed throughout the periods of study, with a reduction in perceptions of computerphobia by nearly 20% comparing both samples. An analysis of the sub-dimensions clarifies this outcome.

Counselor educator workload and burnout in the era of COVID‐19

“…The pandemic impact on higher education included an unprecedented shift to emergency remote teaching and disruptions in internship placements (Neuwirth et al., 2021). These disruptions created stress for both faculty and students who adjusted to sudden changes in classroom and work settings (Boyer‐Davis & Berry, 2022). The struggle in this process exacerbated pre‐existing issues of inequity in the system of higher education (Washburn et al., 2021).…”