The relationship between technostress levels of social studies teacher candidates and their attitudes towards distance education

This study aims to determine the relationship between social studies teacher candidates' technostress levels and their attitudes towards distance education. In this study conducted with social studies teacher candidates, the relational survey model, one of the quantitative research methods, was used. His study was conducted with the participation of first, second, third and fourth year teachers studying in the social studies education departments of state universities in Turkey. These teachers consisted of a total of 597 social studies teacher candidates, 430 of whom were female and 167 of whom were male. The data of the study were collected using the "Distance Education Attitude Scale" and "Teachers' Technostress Level Determination Scale" in accordance with the purpose of the research. SPSS (Statistical Package for Social Sciences) 29.0 package program was used in the analysis of the data obtained. While analyzing the data, Independent Sample T test was performed for comparison of two independent groups. In case of more than two groups, One-Way Analysis of Variance (ANOVA) was used. In cases where differences were detected in the analysis of data with more than two groups, Posthoc analyzes were performed to determine which groups the difference was between. "Pearson Correlation Test" was used to examine the relationship between two numerical variables. As a result of the research, a moderate negative relationship was found between the scale for determining teachers' technostress levels and the scores obtained from the distance education attitude scale. A significant difference was found between the gender variable and the scale to determine teachers' technostress levels. A statistically significant difference was found between the gender variable and the Learning-learning process focused, professionally focused and socially focused sub-factors of the scale to determine teachers' technostress levels. No statistically significant difference was found between the variables of class level, university and daily internet usage time, distance education attitude scale and the scale to determine teachers' technostress levels. However, a statistically significant difference was detected between the university variable and the sub-factors of the scale for determining teachers' technostress levels, which are learning-learning process focused, professionally focused and socially focused. The findings were discussed within the framework of the literature and some suggestions were made.