Technostress in a sample of university teachers: A perspective from occupational health

Estrada-Araoz E.G.; Cruz-Laricano E.O.; Gallegos-Ramos N.A.; Manrique-Jaramillo Y.V.; Yabar-Miranda P.S.; Achata-Cortez C.A. · Gaceta Medica de Caracas (2025) · DOI: 10.47307/gmc.2025.133.1.15

Resumen

Introduction: Technostress has become a challenge for university teachers in an increasingly digitized educationalcontext. Thedemandsofquicklyadapting to technological tools, managing multiple platforms, and maintaining effective performance can affect their emotional and professional well-being. Objective: To assess the technostress level in a sample of Peruvian university teachers. M ethods: The approach was quantitative, the design was non-experimental, and the type was descriptive cross-sectional. The sample consisted of 93 teachers who were administered the Technostress Questionnaire, an instrument with adequate psychometric properties. Results: The mean for the technostress variable was 30.41 (SD = 8.934), which, when compared to the possible maximum and minimum values, was categorized as low. Similarly, the dimensions of skepticism (M = 7.74; SD = 2.896), fatigue (M = 8.25; SD = 3.077), anxiety (M = 7.54; SD = 2.465), and inefficacy (M = 6.88; SD = 2.566) were also categorized as low. Additionally, it was found that women reported significantly higher means in the technostress variable and across all evaluated dimensions, with significant differences in all cases (p < 0.01). Conclusions: Peruvian university teachers’ predominant level of technostress was low. Nonetheless, occupational health programs that promote self-care practices, stress management, and digital ergonomics are recommended. These actions will help prevent increased technostress and maintain a healthy work environment.

Instituciones: Universidad Nacional del Altiplano; Universidad Nacional Amazónica de Madre de Dios