Examining the Technostress Levels of Biology Teachers

Abstract

Technostress is the stress that emerges from difficulties in coping with the use and integration of information and communication technologies.The purpose of this study is to determine the technostress levels of biology teachers and to examine whether these levels differ according to various demographic variables (gender, age, education level, seniority, weekly lesson hours, years of ICT use and daily ICT usage time for educational purposes). The study employed a descriptive survey model, one of the quantitative research designs. The study group consisted of 99 biology teachers working in public schools in a city in southeastern Türkiye during the 2022–2023 academic year. The participants were selected using random sampling, and participation was based on voluntary consent. Data were collected using a “Personal Information Form” and the “Teachers' Technostress Levels Defining Scale” developed by Çoklar et al. (2017). Since the data were normally distributed, parametric tests (independent samples t-test and one-way ANOVA) were used in the analyses. The results revealed that biology teachers generally reported a moderate level of technostress. No significant differences were found in terms of gender, age, educational level and weekly teaching hours; however, significant differences were identified in relation to seniority, years of ICT use, and daily ICT usage time for educational purposes. In particular, teachers who were new to the profession and those with fewer years of ICT experience reported higher levels of technostress.The effect size analyses indicated that the observed differences generally reflected a moderate impact (η²), suggesting that the identified variables had a meaningful but not large influence on technostress levels. It can be said that increasing teachers' digital competencies and strengthening technical support mechanisms can help reduce technostress.