Competencia Digital y Tecnoestrés como Predictores del Desempeño Pedagógico en Docentes Peruanos de Educación Básica Regular

Vilca N.A.; Villajuan Mory H.J.; Becerra-Santa Cruz Á.; Puño-Quispe L.; Fernandez H. · Electronic Journal of Research in Educational Psychology (2026) · DOI: 10.25115/ejrep.v24i69.11363

Resumen

Introduction. Teachers’ pedagogical and digital competence are key to ensuring educational quality and improving learning through the effective use of ICT. However, technostress can arise when technological demands exceed teachers’ skills, affecting their well-being and teaching quality. The objective of the study was to determine the extent to which digital competence and technostress predict the pedagogical performance of Peruvian teachers in regular basic education. Method. The study adopted a quantitative, predictive, cross-sectional approach. The participants were 602 Peruvian teachers in regular elementary education, who were administered measurement instruments with appropriate psychometric properties: the digital competence questionnaire (21 items), the technostress questionnaire (16 items), and the pedagogical performance questionnaire (22 items). The statistical analysis included Pearson correlations and multiple linear regression. Results. The results show that the digital competence of the participating teachers is at a medium-high level (M= 3.4, SD= 0.65), with 65% stating that they feel confident participating in digital environments. In relation to technostress, this was at a medium-high level (M= 3.7, SD= 0.72), with 62% reporting digital anxiety and fatigue. Pedagogical performance was at an adequate level (M= 3.5, SD= 0.60). Likewise, the correlation analysis showed a positive relationship between digital competence and pedagogical performance (r= 0.5071336, p<0.01); however, a negative relationship was observed between technostress and pedagogical performance (r= -0.1127762, p<0.01). Furthermore, the adjusted R2 of the model is 0.2567, indicating that the predictor variables explain 25.67% of the dependent variable. Discussion or Conclusion. These results suggest that although most teachers have a medium-to-high level of digital competence, they also experience a medium-to-high level of technostress, primarily due to information overload and inadequate technical support. The inverse correlation between these two variables underscores the necessity of implementing strategies that strengthen teachers’ digital skills and reduce sources of technological stress. Adopting these strategies is essential to improving educational quality and promoting balanced, sustainable professional development. © Universidad de Almería and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (España)

Instituciones: Universidad Peruana Unión