The effect of technostress on the teachers’ willingness to use online teaching modes and the moderating role of job insecurity during COVID-19 pandemic in Pakistan

Abstract

PurposeThe purpose of this study is to analyze the impact of technostress on the teachers’ willingness to use online Teaching Modes, with the moderating role of job insecurity in Pakistan.Design/methodology/approachHolistically, this study collected 242 samples using the convenient sampling technique for data collection. The response rate was 69.1%. The respondents of the study are academic staff working in private colleges and universities. The data are essentially collected by using the scales of technostress, job insecurity and willingness to utilize online teaching modes.FindingsThe results reveal a significant and negative relationship between technostress and the teachers’ willingness to use online modalities. Interestingly, job insecurity moderates the relationship between technostress and the teachers’ willingness to use online modalities.Research limitations/implicationsOnly academic staff of colleges and universities is considered in this study. In later studies, researchers may consider the school teachers as their potential respondents.Originality/valueThe results of the study provide important insight for the higher management of the academic institutes to motivate their employees to use online resources by using effective leadership and management skills during unforeseen events in the future.

The Impact of Technology Adaptation on Academic Engagement: A Moderating Role of Perceived Argumentation Strength and School Support

“…Students’ health suffers as a result of taking online classes. Poor visions, obesity, sleep deprivation, and behavioral concerns plagued the students ( Noor et al, 2020 ; Mushtaque et al, 2021 ). China is a developed country in which for the first time, an online learning medium was utilized during the period of COVID-19 to resume educational activities.…”

“…China is a developed country in which for the first time, an online learning medium was utilized during the period of COVID-19 to resume educational activities. Even teachers were reluctant to use online modalities ( Mushtaque et al, 2021 ). In terms of “Perceived Ease of Use of E-Learning,” the study discovers that students believe that e-learning platforms are difficult to use and that they are unable of engaging in academic activities.…”

“…The COVID-19 pandemic has compelled the education sector to seek alternatives to traditional classroom instruction. As a result, teachers and students have used online learning in novel ways, and most universities in China have turned to online learning as a method for the first time ( Mushtaque et al, 2021 ). Regardless of how well-prepared educators in elementary and secondary schools are, the quick shift to online learning is a reality ( El-Sayad et al, 2021 ).…”

“…In many cases, academic engagement of students with online learning is the major goal. Mandatory online instruction is not the same as an unprompted act during a pandemic, and this has increased educators’ technological-related stress ( Mushtaque et al, 2021 ).…”

Mediating Role of Spousal Support on Internalized Stigma and Marital Satisfaction among depressive Patients

“…Pakistan is a country of 204 million people and has only 1 practitioner for every 10K individuals suffering from any kind of mental illness. Similarly in Pakistani culture women experience more stigmatization as compared to men (Khan, N et al, 2015;Mushtaque, Waqas, et al, 2021). In this context, it is utmost important to study the effect of mental illness related stigma on marital satisfaction.…”