Examining the relationship between teachers’ self-efficacy on educational technology standards and technostress levels

Şenay Sezgin Nartgün; Şule Gegekoğlu; Zekeriya Nartgün

doi:10.2991/978-94-6463-380-1_29

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Examining the relationship between teachers’ self-efficacy on educational technology standards and technostress levels

Authors

Şenay Sezgin Nartgün¹^{, *}, Şule Gegekoğlu², Zekeriya Nartgün¹

¹Prof. Dr. BAİBÜ, Faculty of Education, Educational Sciences Department, Bolu, Turkey

²PhD Student, BAİBÜ, Faculty of Education, Educational Sciences Department, Bolu, Turkey

^*Corresponding author. Email: nartgun_s@ibu.edu.tr

Corresponding Author

Şenay Sezgin Nartgün

Available Online 29 February 2024.

DOI: 10.2991/978-94-6463-380-1_29 How to use a DOI?
Keywords: Educational technology; standards self-efficacy; technostress; teacher
Abstract: The aim of the study was to determine the relationship between teachers’ educational technology self-efficacy and technostress levels. In order to collect data in the research, two scales were used: “Educational Technologies Standards Self-Efficacy Scale” and “Teachers’ Technostress Level Determination Scale”. As a result of the research, teachers’ educational technology standards self-efficacy was found to be high. While the teachers’ self-efficacy did not differ significantly according to the gender variable, a significant difference was found according to the age and school level variables. Teachers’ technostress levels were found to be moderate. While the technostress levels of teachers do not differ significantly according to gender and age variables, they differ according to the type of school level. A significant negative relationship was found between teachers’ educational technology standards self-efficacy and technostress levels. Teachers’ educational technology standards self-efficacy is a significant predictor of their technostress levels.
Copyright: © 2024 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the International Conference on Lifelong Education and Leadership for All (ICLEL 2023)
Series: Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date: 29 February 2024
ISBN: 10.2991/978-94-6463-380-1_29
ISSN: 2667-128X
DOI: 10.2991/978-94-6463-380-1_29 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Şenay Sezgin Nartgün
AU  - Şule Gegekoğlu
AU  - Zekeriya Nartgün
PY  - 2024
DA  - 2024/02/29
TI  - Examining the relationship between teachers’ self-efficacy on educational technology standards and technostress levels
BT  - Proceedings of the International Conference on Lifelong Education and Leadership for All (ICLEL 2023)
PB  - Atlantis Press
SP  - 285
EP  - 298
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-380-1_29
DO  - 10.2991/978-94-6463-380-1_29
ID  - Nartgün2024
ER  -

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