Technostress, Work Performance, Job Satisfaction, and Career Commitment of Teachers amid COVID-19 Crisis in the Philippines

Abstract

The perception of technostress in education constantly increasing to unprecedented levels is not new. However, in novel situations like the global COVID-19 crisis, technostress and its influence on important teaching facets deserve a revisit. This paper focuses on the association of technostress on the sample characteristics and organizational performance variables of the teachers in the context of emergency distance education brought by the COVID-19 crisis. Following a mainly correlational research design, 2,272 teachers from Mindanao, Philippines were taken as a sample. The data collected through adapted instruments were treated using descriptive and inferential statistics. The results showed that the teachers experience moderate level of technostress, very high levels of work performance and job satisfaction, and high level of career commitment. It was further revealed that technostress and its four sets significantly differed across age, gender, marital status, and teaching experience. Lastly, it was found out that technostress has a significant negative relationship with work performance. The practical implications of these outcomes on the professional development of the teachers in the context of emergency distance education are discussed at the end of the study.

Effects of Technostress and the Role of Their Descriptive Characteristics of Intensive Care Nurses on Their Job Performance

“…On the other hand, in Boutchich's study, there was no signi cant relationship between technostress and the length of service in the profession [43]. Contrary to the results of our study, in Cahapay and Bangoc II's study, the participants aged 45 and over had a higher level of job performance [20]. Thus, it is not possible to state that there is clarity in the current literature in terms of the effects of variables.…”

Work Engagement, Job Satisfaction, and Teaching Performance of Elementary Teachers in the New Normal

“…Simply put, they are self-motivated and fulfilled with their jobs, which may be attributed to their career stability, devotion to their profession, and satisfying work-life balance since their work matches their expectations. This finding reinforces the claim that Filipino basic education teachers have high job satisfaction amid the pandemic as a manifestation of their high career commitment and resilience (Cahapay & Bangoc II, 2021). Besides, Calaguas (2017) asserted that teachers are generally very satisfied with their work, which is worthwhile since they may reap high rewards later in their careers.…”

Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic

“…Many of these previous studies focused on the role of teachers and their ability to use technologies in granting them success (Álvarez Herrero, Martínez-Roig, & Urrea-Solano, 2021; Cahapay & Bangoc, 2021;Melara-Gutiérrez & González-López, 2021). This is something that this study does not want to detract from, but it is true that based on the results of this research (in which the degree of influence of each of the factors on the success of the system is not independently assessed, but rather the influences existing between the factors that make up the system are taken into account), and if the research is limited to the pandemic period, the main responsibility for the success of online teaching in this period lay with the students (specifically with their interactive collaboration and their motivations and technical skills).…”