Impact of Technostress on Online Teaching Exhaustion and Staff Productivity
This study delves into the effects of technostress on teaching staff productivity and online teaching exhaustion during the COVID-19 crisis. It explores the modern disease of adaptation caused by the sudden move to online teaching, along with the role of emotional dissonance. Research methodology involved a survey of faculty members in Jordanian universities.
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Online Teaching During COVID-19 Crisis: The Role of Technostress and Emotional Dissonance on Online Teaching Exhaustion and Teaching Staff Productivity Laila Dahabiyeh School of business The University of Jordan UCN webinar series - Dec 15th, 2020
Motivation Amid the COVID-19 pandemic, more than 3.4 billion people, representing 43% of the world population, were in lockdown in different countries around the world (IAU, 2020). HEI moved to online teaching Diverse technological platforms, transition was sudden and unprepared, different set of competencies Faculty were thus under increasing pressure to act swiftly and adapt to the change in the teaching environment.
Research Objective Examine the impact of technostress on: 1. Teaching staff productivity Productivity reported by teaching staff while teaching online during COVID-19 crisis 2. Online teaching exhaustion The exhaustion felt by teaching staff due to the sudden move to online teaching during the COVID-19 crisis
Technostress a modern disease of adaptation caused by an inability to cope with new computer technologies in a healthy manner (Brod, 1984, p.16) Technostress creators (Srivastava et al., 2015, Ragu-Nathan et al., 2008, Tarafdar et al., 2007): 1. Techno-overload 2. Techno-invasion 3. Techno-complexity 4. Techno-uncertainty 5. Techno-insecurity
Emotional Dissonance Theory Emotional dissonance refers to the difference between felt and expressed emotions (Hochschild, 1983). Control emotions according to the organization s norms. Prior research on emotional dissonance examined the role of emotional dissonance on work exhaustion and employee productivity.
Techno- overload Online teaching exhaustion H1a H1b H2a H7 Techno- invasion H2b H3a Teaching staff productivity Techno- Complexity H3b H4a H4b Techno- insecurity H5a H5b Control variables: Gender, Age, Tenure, Rank, College, Number of platforms used Techno- uncertainty H6a H6b Negative emotional dissonance Figure 1. Proposed research model
Research Methodology Survey methodology was used to collect data from faculty members in Jordanian universities. The data collection took place during the spring semester (May June 2020). 876 personalized invitations to participate in the study were sent. We received a total of 236 responses (a 27% response rate) Sample size 217
Research Findings Hypothesis OTE H1b: OVL - H2a: INV + H2b: INV - H3a: CMX + H3b: CMX - H4a: ISC + H4b: ISC - H5a: UCT + H5b: UCT - H6a: NED + H6b: NED + H7: OTE - Supported? As hypothesized? Yes; Yes No Yes; Yes Partially; Yes No No Yes; Yes Yes; No Yes; No Yes; No Yes; Yes Yes; No Yes; Yes H1a: OVL + PRO OTE PRO OTE PRO OTE PRO OTE PRO OTE PRO PRO
Research Findings (cont.) Online Teaching Exhaustion Techno-overload Techno-invasion Techno-insecurity Negative emotional dissonance online teaching exhaustion Techno-uncertainty has a negative impact on online teaching exhaustion Techno-complexity has no significant impact on online teaching exhaustion
Research Findings (cont.) Teaching Staff Productivity Techno-insecurity + Techno-uncertainty + negative emotional dissonance have a positive impact on productivity Techno-invasion has a negative impact on productivity Techno-overload has no direct impact on productivity (full mediation through online teaching exhaustion) Techno-complexity has no significant impact on productivity
Practical Implications Technostress should not always be perceived as an undesirable phenomenon. HEI should curb the negative impact of technostress by nurturing the conditions in which technostress becomes positive and support organizational goals (eg. trainings, work-life balance practices). Teaching staff should also be aware that technostress is not necessarily associated with adverse consequences. Online teaching exhaustion deserves more attention from HEI because of its detrimental influence on teaching staff productivity. HEI should strive to improve their work conditions by providing psychological support to teaching staff.
References Brod, C. (1984), Technostress: The Human Cost Of The Computer Revolution, Basic Books. Hochschild, A. (1983), The Managed Heart, University of California Press, CA. IAU (2020), "The Impact of COVID 19 on Higher Education Around The World", France, the International Association of Universities. Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S. and Tu, Q. (2008), "The Consequences of Technostress for End Users in Organizations: Conceptual Development and Empirical Validation", Information Systems Research,Vol. 19 No. 4, pp. 417-433. Srivastava, S. C., Chandra, S. and Shirish, A. (2015), "Technostress creators and job outcomes: theorisingthe moderating influence of personality traits", Information Systems Journal,Vol. 25 No. 4, pp. 355-401. Tarafdar, M., Tu, Q., Ragu-Nathan, B. S. and Ragu-Nathan, T. S. (2007), "The impact of technostress on role stress and productivity", Journal of Management Information Systems, Vol. 24 No. 1, pp. 301-328.
References (cont.) Technostress image from https://www.corvel.com/blog/technostress-on-the-rise Emotional dissonance image 1 from https://www.dailycal.org/2019/03/02/the-cost-of-a- smile-emotional-labor-in-the-workplace/ Emotional dissonance image 2 from https://www.theladders.com/career-advice/emotional- culture-is-powerful-just-listen
