Exploring the relationship between technostress and psychological well-being in basic education teachers: a cross-sectional study

Abstract

Objective: In the current digital age, teachers face additional challenges due to the constant use of technology in their work. Although technology has provided numerous educational opportunities and tools, it has also resulted in a new form of stress known as technostress. In this sense, the objective of the present investigation was to determine if technostress is significantly related to psychological well-being of basic education teachers.   Method: The research approach was quantitative; the design was non-experimental and the type corresponded to a descriptive-correlation study of transverse cutting. The sample was made up of 169 basic education teachers who were given the Technostress Questionnaire and the Psychological Well-being Scale for Adults, instruments with adequate levels of content validity and reliability.   Results: Preliminary, it was found that teachers were characterized by presenting low levels of technostress and high levels of psychological well-being. In addition, it was determined that Pearson correlation coefficient between both variables was -0.465 (p<0.05). Inverse and significant correlations were also observed between the technostress and acceptance (r= -0.442, p<0.05), autonomy (r= -0.474, p<0.05), connections (r= -0.411, p<0.05) and projects (r= -0.452, p<0.05). Similarly, it was found that there were reverse and significant correlations between psychological well-being and skepticism (r= -0.440, p<0.05), fatigue (r= -0.461, p<0.05), anxiety (r= -0.441, p<0.05) and inefficacy (r= -0.417, p<0.05).   Conclusions: There is an inverse and significant relationship between technostress and psychological well-being of basic education teachers. Therefore, it is recommended to promote healthy practices in the use of technology, such as practicing digital disconnection, promoting self-care and promoting conscious and balanced use of technology, to protect and improve the psychological well-being of teachers.