Scholarly Research Journal for Humanity Science & English Language,

Online ISSN 2348-3083, SJ IMPACT FACTOR 2021: 7.278,

http://www.srjis.com/issues_data?issueId=215
PEER REVIEWED & REFEREED JOURNAL, JUNE-JULY 2023, VOL-11/58
https://doi.org/10.5281/zenodo.8204423

TECHNOSTRESS, COMPUTER SELF-EFFICACY AND PERCEIVED

ORGANIZATIONAL SUPPORT AMONG SECONDARY SCHOOL TEACHERS:
DIFFERENCE IN TYPE OF SCHOOL, GENDER AND AGE

Gagandeep Kaur1,Ph.D & Rupinderjit Kaur2

1
Assistant Professor, Department of Education, GNDU, Amritsar
Mob. 9915944448, E-mail: dhillongagan449@gmail.com
2
M.Ed. Student, Guru Nanak Dev University, Amritsar, Punjab.

Paper Received On: 20 July 2023

Peer Reviewed On: 28 July 2023
Published On: 1 August 2023

Abstract

Technostress can be seen as a relevant factor that may affect teacher satisfaction and teachers’
performance. The objective of the study was to explore the technostress in relation to computer self-
efficacy and perceived organizational support among secondary school teachers. The present study
was conducted on 11 schools (both CBSE and PSEB) of Amritsar District of Punjab by using
descriptive survey method. The researcher had taken 200 secondary school teachers as a sample on
the basis of convenience sampling. The researcher had used 3 tools i.e., Technostress Scale by Nathan
and Nathan (2002), Computer Self-Efficacy Scale by Singh (2018) and Perceived Organizational
Support Scale by Eisenberger et al. (1986) to collect data for the study. The Study revealed that PSEB
school teachers have more technostress than CBSE teachers. Further, the results revealed that male
teachers and female teachers do not differ with respect to technostress and computer self-efficacy.
However, female teachers perceived more organizational support than male teachers. The study also
found that teachers of different age groups do not differ with respect to technostress and perceived
organizational support. However, teachers of age group 20-30yrs exhibited better Computer Self-
Efficacy followed by teachers 30-40yrs, 40-50yrs, above 50yrs. The research findings suggests that
the government of Punjab, NCERT and SCERT should be aware about the need of the time and
should provide hands-on experiences of ICT in education and provide training of ICT integration for
the development of teachers which help to improve the learning of the students.
Keywords: Technostress, Computer Self-Efficacy, Perceived Organizational Support, secondary
school teachers, ICT integration.

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INTRODUCTION
The advent of technology has changed the world in many ways. Today, schools continue to
face the challenge of educational technology becoming more visible, more important and
more expensive. With current educational trends, a modern classroom wouldn’t be complete
without computers, software, internet connection, projects, and a host of other high-tech
gadgets. Technology is the key to its development. Technologies are essential tools for
teaching and learning. To use these tools effectively and efficiently, teachers must have a
vision of its challenging professions in our society where knowledge is developing rapidly
and much of it is available to students as well as teachers at the same time (Perraton, Robison
& Cread, 2001). The modern development of innovative technologies has offered new
possibilities to the teaching profession, but at the same time has placed more demands on
teachers to learn how to use these technologies in their teaching (Robinson & Latchman,
2002).
Teachers are under pressure to keep up with new technologies and create pedagogical usage
of technologies due to the rapid development of technologies and gradually rising needs for
technology integration into instruction (Dong, Xu, Chai & Zhai 2020). During last three
years, 90% of our education system depends on technologies. Due to COVID-19 pandemic
every school, colleges and universities was closed. Teachers taught their students with the
help of online mode. Most of the teachers were not technosavys; it creates techno-stress
among not only teachers but also in students and their parents.
Everyday demands, opportunities, and difficulties are presented to an individual in both
the workplace and in life as a whole. Some of these requirements or occurrences cause the
person to experience stress. When a person is employed and under stress at work, it seriously
affects both his performance at work and the organization where he works (Mohan, 2004).
For many people, the transition to the Information Age has been hurried and stressful due to
the changes and requirement for technological adaption. Many people still do not use much
technology and are uncomfortable utilizing it when necessary, despite the fact that many have
expanded their usage and are comfortable with it. Anyone who are adaptable yet unable to
change, there are frequently a number of answers or outcomes. Techno-stress is one sort of
reaction. Techno-stress, which manifests as either (1) computer users struggling to accept the

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technologies or (2) computer users over-identifying with the technology (Brod, 1984), is the
inability to adapt to or cope with new computer technologies.
Craig Brod, a clinical psychologist, coined the term “techno-stress” in 1984. (Gaudioso et
al., 2017) Techno-stress is seen as a modern disease that affects individuals who struggle to
manage IT in a healthy way (Ayyagari et al., 2011; Tarafdar et al., 2007). In other words,
techno-stress refers to any negative consequences that technology use has on people’s
behaviors, thoughts, attitudes, and psychology. Techno-stress is the term used to describe the
adverse psychological relationship that exists between people and the adoption of new
technology. Technostress results from changed work and cooperation practices brought about
by the usage of contemporary information technology in both work and home environments.
Techno-stress is a condition in which people struggle to adjust to or deal with information
technologies in a healthy way. They feel compelled to stay connected and constantly share
updates, feel under pressure to react to work-related information immediately, and multitask
nearly automatically.
Therefore, it is important to give teachers the right training and hands-on experience so that
they can build effective IT abilities. This also helps technology learners develop confidence
and self-efficacy. Initially put forth by Bandura in 1977, self-efficacy is a psychological
concept that may be defined as “a belief about one’s own capability to organize and complete
a course of action required to accomplish a specific task” (Eggen and Kauchak, 2007). The
definition of self-efficacy is that it "is concerned... with judgments of what one can do with
whatever skills he/she possess” (Bandura, 1986). It has two parts: efficacy expectations, or
the conviction that one has the power to influence behavior, and outcome expectations, or the
conviction that a specific outcome will arise from a given course of action (Albion, 1999).
Computer self-efficacy was described by Compeau and Higgins (1995) as “a person’s ability
to apply his or her computer skills to a wider range of computer related tasks.” Therefore, a
person’s impression of his or her capacity to use computers to carry out a task is represented
by computer self-efficacy. Computer self-efficacy is “a judgment of one’s capability to use a
computer,” according to Compeau and Higgins (1995).Computer Self-Efficacy is defined as
“self-judgment regarding the ability of a person to use a computer is one kind of confidence
regarding self-computer abilities, which are used to complete some specific task” (Murphy,
Coover& Owen, 1989).

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According to Sarfo, Amankwah, and Konin (2017), computer self-efficacy is based on a

person’s beliefs and confidence in what they can achieve with the computer skills and
knowledge they already have. According to research by Compeau and Higgins (1995),
teachers with higher computer self-efficacy tend to think of themselves as capable of using
technology, whereas instructors with lower self-efficacy experience greater anxiety and
frustration when using computers. According to Oz Celik and Kurt (2007), teachers who are
confident in their ability to use computers will be more inclined to frequently use the tools
when carrying out classroom duties.
Teachers can lower their techno-stress by increasing their computer self-efficacy, which in
turn makes it easier for them to gain organizational assistance from their employer. Perceived
organizational support has drawn the attention of researchers in the management and
psychology sectors (Rhoades and Eisenberger 2002). According to Eisenberger et al.’s
definition from 1986, “employees in an organization form global beliefs concerning the
extent to which the organization values their contributions and cares about their wellbeing.”
According to Shore (1991), perceived organizational support is a measurement of an
employer’s dedication to the actions necessary to ensure the well-being of their workers in
the workplace. Researchers have created a framework to measure organizational or employer
care and support (Eisenberger, Fasolo, & Davis-LaMastro, 1990; Eisenberger, Huntington,
Hutchison, & Sowa, 1986). Staff practices such as fair treatment, management support,
rewards, and favorable working conditions have shown a strong association with perceived
organizational support (Rhoades and Eisenberger, 2002). Eisenberger et al. (1990) found a
positive association between organizational support and commitment. Employees look to the
organization for support in the form of an appropriate assessment of their contribution and
well-being. According to Aselage and Eisenberger (2003), if employees gave maximum
support to employees in their organization, they would do their best in the workplace in
return. Perceived organizational support has a significant impact on job satisfaction and
employee commitment to the organization (Rhoades and Eisenberger, 2002; Aube et al.,
2007; Riggle et al., 2009). Perceived organizational support is the exchange of beliefs
between an employee and an employing organization. A higher level of perceived
organizational support from the employer would lead to the worker’s commitment to
improving the organization, which in turn would lead to the worker’s engagement with the
job and commitment to the goals of the workplace. Organization (Eisenberger et al .1986) .

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Today’s teachers are in a situation where they have to use computers to update their
knowledge and deliver lessons through the computer and across the screen; they face certain
stressful symptoms when using the computer in class. Most teachers agree that computers are
a very useful tool, but few of them make much use of computers in the classroom. Teachers
with anxiety avoid teaching with computers or pass on their fear and negative attitudes to
their students if they don’t teach with them. Teachers have a fear or technophobia of using
technology, resulting in a feeling of low computer self-efficacy and a negative attitude
towards using computers in their classrooms. Thus, there is a need for research into
technostress in relation to computer self-efficacy and organizational support among teachers
in secondary education.
OBJECTIVES OF THE STUDY
1. To study the technostress, computer self-efficacy and perceived organizational
support of secondary school teachers among CBSE and PSEB schools.
2. To study the technostress, computer self-efficacy and perceived organizational
support of secondary school teachers with respect to gender.
3. To study the technostress, computer self-efficacy and perceived organizational
support of secondary school teachers with respect to their age.
HYPOTHESES OF THE STUDY
1. There exists no significant difference in technostress, computer self-efficacy and
perceived organizational support among CBSE and PSEB secondary school
teachers.
2. There exists no significant difference in technostress, computer self-efficacy and
perceived organizational support among male and female teachers.
3. There exists no significant difference in technostress, computer self-efficacy and
perceived organizational support of secondary school teachers with respect to their
age.

METHODOLOGY
Population and Sample:
The present study was conducted in 11 CBSE and PSEB secondary schools of Amritsar
District, Punjab, India. The researcher had taken 200 secondary school teachers both male
and female as a sample on the basis of convenient Sampling.

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Tools for the present study:

In order to collect data for the present study the investigator had taken 3 tools.
TOOL 1 Computer Self-Efficacy Scale (CSES) for teachers developed by (Jasbir Singh,
2018).
TOOL 2 Technostress Questionnaire for teachers developed by (Ragu-Nathan and Ragu-
Nathan, 2002)
TOOL 3 Perceived Organizational Support Scale (POS) for teachers developed by
(Eisenberger et al., 1986)
Statistical Analysis:
The data collected were analyzed by using descriptive and inferential analysis. The following
statistical techniques were employed for the analysis and interpretation of the data.
1. Descriptive statistics techniques such as mean, standard deviation, were used to see the
nature of distribution of the scores.
2. t-test was applied to determine the significant difference between groups with respect to
gender, age and type of school.
3. One-way ANOVA was used to determine the significant difference between groups with
respect to their age.
ANALYSIS AND INTERPRETATION OF DATA
Table 1: Mean, SD, Std. Error mean, Std. Error difference, t-value and p-value of
technostress, computer self-efficacy and perceived organizational support among CBSE and
PSEB secondary school teachers.
Std. Error Std. Error
Variables BOARD N Mean S. D T p
Mean Difference
Computer Self- CBSE 147 166.20 24.391 2.012 3.752 1.727 0.086
Efficacy PSEB 53 159.72 20.431 2.806
CBSE 147 57.76 15.796 1.303 2.449 3.482 0.001
Technostress
PSEB 53 66.28 13.745 1.888
Perceived CBSE 147 53.41 6.943 .573 1.117 4.425 0.000
Organizational
PSEB 53 48.47 7.054 .969
Support

From the findings of table-1, it was concluded that CBSE secondary school teachers and
PSEB secondary school teachers do not differ with respect to Computer Self-Efficacy. It was
also concluded that PSEB secondary school teachers have more techno-stress than CBSE

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secondary school teachers Further, CBSE secondary school teachers perceived more
organizational support than PSEB secondary school teachers.
Table 2: Mean, SD, Std. Error mean, Std. Error difference, t-value and p-value of techno-
stress, computer self-efficacy and perceived organizational support among male and female
teachers.

GENDER N Mean Std. Std. Error Std. t P

Deviation Mean Error
VARIABLES
Differenc
e

Computer Self- MALE 26 167.62 27.126 5.320 4.954 0.727 0.468

Efficacy
FEMALE 174 164.01 23.000 1.744
MALE 26 65.54 17.180 3.369 3.820 1.936 0.054
Techno-stress
FEMALE 174 59.19 15.357 1.164
Perceived MALE 26 50.08 9.683 1.899 1.528 1.526 0.129
organizational
FEMALE 174 52.41 6.847 .519
support

From the findings of table-2, it was concluded that male teachers and female teachers do not
differ with respect to techno-stress. Male teachers and female teachers also do not differ with
respect to computer self-efficacy. However, female teachers perceived more organizational
support than male teachers.
Table 3: Mean, SD, Std. Error mean, Std. Error difference, t-value and p-value of techno-
stress, computer self-efficacy and perceived organizational supportof secondary school
teachers with respect to their age.

Variables Age N Mean Std. Deviation Std. Error

20-30 28 169.46 16.059 3.035

30-40 84 168.89 23.471 2.561
40-50 61 163.39 19.524 2.500
Computer Self-Efficacy
Above
27 148.04 30.973 5.961
50

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Total 200 164.48 23.533 1.664

20-30 28 59.21 16.772 3.170
30-40 84 57.80 16.088 1.755
40-50 61 61.25 14.759 1.890
Techno-stress
Above
27 64.96 14.880 2.864
50
Total 200 60.02 15.706 1.111
20-30 28 51.61 7.470 1.412
30-40 84 53.00 7.874 .859
Perceived organizational 40-50 61 51.98 6.876 .880
support Above
27 50.11 5.899 1.135
50
Total 200 52.11 7.290 .516

In order to analyze the variance in techno-stress, Computer Self-Efficacy and Perceived

Organizational Support the obtained scores are subjected to ANOVA and the result have been
presented as given in table 4
TABLE 4: ANALYSIS OF VARIANCE IN TECHNOSTRESS, COMPUTER SELF-EFFICACY
AND PERCEIVED ORGANISATIONAL SUPPORT
Source of Sum of Mean
D. f. f-value p-value
variance squares square
Between
1184.407 3 394.802
Techno-stress group
.187 Not
Within 1.615
47904.548 196 244.411 significant
group
Total 49088.955 199
Between
9703.400 3 3234.467
group
Computer Self- .000
Within 6.308
Efficacy 100500.520 196 512.758 Significant
group
Total 110203.920 199
Between
182.466 3 60.822
Perceived group
.331 Not
Organizational Within 1.147
10394.329 196 53.032 significant
Support group
Total 10576.795 199

From the findings of table-4, it was found that statistically no significant mean difference was
found in scores of techno-stress of secondary school teachers with respect to different age
groups. The results revealed that teachers of different age groups do not differ with respect to
techno-stress.

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Statistically significant mean difference was found in scores of computers self-efficacy of

secondary school teachers with respect to their different age groups. The mean scores of
teachers of age group 20-30yrs were higher than the other age group followed by 30-40yrs,
40-50yrs, above 50yrs.
Statistically no significant mean difference was found in scores of perceived organizational
support of secondary school teachers with respect to different age groups. The results reveal
that secondary school teachers of different age groups do not differ with respect to perceived
organizational support.

FINDINGS
1. The present study revealed that PSEB teachers have more techno-stress than CBSE
secondary school teachers. Further it was revealed that PSEB school teachers have
more Techno-Complexity and Techno-Insecurity dimension of techno-stress as
compared to CBSE school teachers. CBSE secondary school teachers and PSEB
secondary school teachers do not differ with respect to Computer Self-Efficacy. Female
teachers perceived more organizational support than male teachers.
2. The present study revealed that male teachers and female teachers do not differ with
respect to techno-stress. Male teachers and female teachers also do not differ with
respect to Computer Self-Efficacy. Female teacher perceived more organizational
support than male teachers.
3. The present study reveals that teachers of different age groups do not differ with
respect to techno-stress. It was found that teachers of age group 20-30yrs exhibited
better Computer Self-Efficacy than the other age group followed by 30-40yrs, 40-
50yrs, above 50yrs. Further the present study revealed that teachers of different age
groups differ with respect to computer performance skill and web-based skill of
computer self-efficacy. Secondary school teachers of different age groups do not differ
with respect to perceived organizational support.
EDUCATIONAL IMPLICATION
The present study has multiple implications in the field of education. The findings of this
study can become a source of information and guidance to secondary school teachers for

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techno-stress in relation to computer self-efficacy and perceived organization support towards

teaching. On the basis of research findings and conclusion this study suggests few
implications:
 The present study revealed that PSEB secondary school teachers have more techno-stress
than CBSE secondary school teachers. To lesser the techno-stress of PSEB secondary school
teachers it is suggested that the govt. of Punjab, NCERT and SCERT should be aware about
the need of the time and should provide hands-on experiences of ICT in education and
provide training of ICT integration for the development of teachers which help to improve the
learning of the students.
 The present study revealed that mean scores of age group 2 (30-40yrs) teachers was higher
than other age group. It is suggested that the teachers 98 falling under group 2 as mentioned
above i.e., age between 30-40yrs working in an institution needs to be provided special
workshops on enhancement their skills and update their computer knowledge so that they
could meet the needs and overcomes the challenges of every working or non-working person
of an institution.
 The present study revealed that mean scores CBSE secondary school teachers have higher
than PSEB teachers with respect to perceived organizational support. It improves the
computer self-efficacy of the teachers which help in coping with the stress regards to
educational technology.
CONCLUSION
The present study sought to explore the effect of computer self-efficacy and perceived
organizational support on teacher’s techno-stress. Study reveals that computer self-efficacy
and perceived organizational support effect teacher’s techno-stress in schools. The present
study indicated that the teachers who have more computer self-efficacy and received more
perceived organizational support have less techno-stress. The study also reveals that PSEB
school teachers have more techno-stress than CBSE teachers. To reduce techno-stress among
teachers, NCERT or SCERT can implement strategies such as providing comprehensive
training programs covering technical and pedagogical aspects, ensuring reliable
infrastructure, establishing clear guidelines and policies, fostering collaboration and peer
support, gradually introducing technology, collecting regular feedback, promoting work-life
balance, offering recognition and incentives, conducting research and sharing resources,
providing continuous professional development opportunities, and encouraging flexibility in
technology adoption based on individual preferences and teaching styles. These efforts aim to
create a supportive environment where teachers can effectively integrate technology into their
teaching practices, enhancing the overall educational experience for students.

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Cite Your Article As:

Dr.Gagandeep Kaur, & Rupinderjit Kaur. (2023). TECHNOSTRESS, COMPUTER SELF-

EFFICACY AND PERCEIVED ORGANIZATIONAL SUPPORT AMONG SECONDARY
SCHOOL TEACHERS: DIFFERENCE IN TYPE OF SCHOOL, GENDER AND AGE.
Scholarly Research Journal for Humanity Science & English Language,, 11(58), 343–354.
https://doi.org/10.5281/zenodo.8204423

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