The relationship between primary school teachers' technologic competencies and technostress they experienced

In this study, it is aimed to determine the relationship between the technological competencies of primary school teachers and the technostress they experience. The study population of the research consisted of 1650 classroom teachers working in official primary schools in Elazig City Center, and the sample consisted of 290 classroom teachers, 187 of whom were female and 103 were male. The Personal Information Form to measure the demographic information of the participants, the "Teachers' Level of Use of Educational Technologies Scale" developed by Bayraktar (2015) to measure their technological competence, and the "Teachers' Technostress Levels Scale" developed by Efilti and Şahin (2017) to determine their technostress levels were used. Relational survey method was used in the research because it describes the current situation as it is. t-Test, One-Way Analysis of Variance and Pearson Product-Moment Correlation analyzes were used in data analysis. According to the research results; teachers' views on the level of educational technology use are at the level of "I agree", and their views on the level of technostress are at the level of "Partly Agree". Participant views between gender variable and Technology Literacy, Social Ethics and Legal Provisions sub-dimensions; marital status variable and Technology Literacy sub-dimension; in the sub-dimensions of Technology Literacy, Technology Integration into Lessons and Communication; between gender variable and Social Focused Technostress sub-dimension; between the age variable and the Technical Subject Oriented Technostress sub-dimension; between the education status variable and the Personal Induced Technostress sub-dimension; There was a significant difference between the variable of professional seniority and the sub-dimensions of Learning-Teaching Process Oriented, Profession Oriented and Technical Subject Oriented Technostress. In the study, a negative and very weak relationship was found between the Personal Induced Technostress sub-dimension and the Technology Literacy sub-dimension. A negative and weak relationship was observed between the Technology Integration into the Course sub-dimension and the Personal-Induced Technostress sub-dimension. A negative and very weak relationship was found between the Social Ethics and Legal Provisions sub-dimension and the Occupational and Personal Technostress sub-dimension.