The impact of technostress creators on novice teachers' job satisfaction

This study investigates the technostress of 304 Chinese novice teachers of primary and secondary schools to explore how technostress creators impact job satisfaction through their appraisal results and coping strategies. The results reveal that for novice teachers: (a) the relationships between diff...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2023-01, Vol.49 (1), p.104-119
Main Authors: Wang, Qiong, Yao, Ni
Format: Article
Language:English
Subjects:
Administrators
Beginning Teachers
Coping
Educational technology
Elementary School Teachers
first-year teachers
Foreign Countries
Job Satisfaction
Learning outcomes
Professional training
Recruitment
Secondary School Teachers
Secondary schools
Stress Variables
Student teacher relationship
Teacher education
Technical Support
Technological Literacy
Technology Uses in Education
Technostress creators
transactional theory of stress
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Summary:This study investigates the technostress of 304 Chinese novice teachers of primary and secondary schools to explore how technostress creators impact job satisfaction through their appraisal results and coping strategies. The results reveal that for novice teachers: (a) the relationships between different technostress creators and appraisal results are inconsistent, (b) seeking technical help mediates the influence of challenge appraisal on job satisfaction, (c) venting has no significant mediating effect on the impact of threat appraisal on job satisfaction. Based on these findings, initial teacher educators could adjust their courses by including more students-centred technical training and practices; teacher recruitment may appropriately increase the evaluation of the technical ability and technostress management, school administrators should add stress coping and tailor-made technical content to their existing professional training programme for newly qualified teachers and create adequate opportunities for them to experience technology.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2021.2013712