Technostress in Basic Education Teachers in the Central Region of Peru; [Tecnoestresse em professores do ensino básico na região central do Peru]

Orosco-Fabian J.R.; Pomasunco-Huaytalla R.; Gómez-Galindo W.; Torres-Cortez E.E. · Revista Colombiana de Educacion (2025) · DOI: 10.17227/rce.num94-18243

Resumen

The Covid-19 pandemic led to the intensive use of ICT, creating a risk scenario for teachers. This study analyzed the factors that generated technostress among basic education teachers, considering variables such as gender, age, marital status, the educational level at which they work, and their employment status (hired or appointed). A total of 371 basic education teachers from different provinces of the Junín region, Peru, participated in the study. The research instrument gathered information on the sources of technostress: techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. The results showed that teachers experience technostress, with higher levels found in women, and those over 50 years old. In addition, techno-invasion and techno-overload were the most frequent factors. Furthermore, among all the technostress factors analyzed, techno-invasion and techno-complexity were more prevalent among women; techno-complexity affected older teachers more; techno-overload, techno-complexity and techno-insecurity were related to marital status; and when analyzing the factors by educational level and employment status, no significant differences were found. In conclusion, the use of ICT has generated technostress among teachers, with the studied factors influencing at varying levels. Moreover, among all the variables studied, the educational level at which teachers work and their employment status did not show significant differences, indicating that these are not determining factors for experiencing technostress.

Instituciones: Universidad Nacional del Centro del Perú; Universidad César Vallejo