Investigating the relationship among instructors' technostress and technology acceptance levels and their attitudes towards distance education

The aim of this research is to investigate the relationship between the technostress and technology acceptance levels of the instructors and their attitudes towards distance education. The sample of the research consists of 957 lecturers working in universities in the Eastern Anatolia Region where the distance education method is used. In the research, an exploratory sequential design of mixed methods was used. In the quantitative part of the research, which is the first step of the research, the "Attitude Scale towards Distance Education" was used to determine the attitudes of the instructors towards distance education, the "Technostress Scale" to determine the technostress levels, and the "Technology Acceptance Scale" to determine the technology acceptance levels. In the qualitative part, which is the second step of the research, data were collected using a semi-structured interview form developed by the researchers. The obtained data were analyzed using SPSS 22 and Amos 26 computer package programs. The data of the study were analyzed using t-test, ANOVA, Bonferroni, correlation, multiple regression and structural equation modeling. In addition, the eta-square (η2) value was calculated to determine the degree of significant difference between the groups. The data obtained for the qualitative part of the research were described with descriptive content analysis. According to the research findings, it has been determined that there are significant differences in the attitudes of the instructors towards technostress, technology acceptance, and distance education in the variables of gender, discipline, title, and seniority. According to the results of the correlation and regression analysis, distance education of the instructors, technology acceptance perceived usefulness, attitude towards use, facilitating situations, perceived fun, self-efficacy sub-dimensions; It was determined that technostress predicted techno-invasion, techno-confusion and techno-uncertainty sub-dimensions statistically significantly. Technological acceptance, technostress directly and negatively; technological acceptance, attitude towards distance education directly and positively; technostress predicts the attitude towards distance education directly and negatively. As a result, it has been determined that the technostress and technological acceptances of the instructors affect their attitudes towards distance education.