Examining the relationship between prospective teachers levels of technostress and their information and communication technology competencies

This study aims to determine the levels of technostress among teacher candidates and their information and communication technology (ICT) competencies, and to examine them in terms of various variables. The research was conducted using a correlational survey model that adopted quantitative methods. The study group consisted of a total of 427 teacher candidates in their third and fourth years of study in nine different teacher training programs at the Faculty of Education, Akdeniz University, during the 2024-2025 academic year. Data were collected using the "Teachers' Technostress Level Determination Scale" and the "Information and Communication Technologies (ICT) Competency Scale." The data from the study were analyzed using Spearman's correlation for inter-variable relationships, Mann–Whitney U for pairwise comparisons, and Kruskal–Wallis H test for multi-group comparisons after descriptive statistics and normality checks. According to the research results, teacher candidates have high levels of technostress and low levels of ICT proficiency. A moderate, negative, and significant relationship was found between the two variables. In addition, it was observed that female teacher candidates had higher levels of technostress than males and that there were significant differences between departments in terms of both technostress and ICT proficiency. Participants' mobile phone, internet, and social media usage times led to some differences in technostress levels, with candidates who used smartphones having higher ICT competencies. However, internet and social media usage times did not create a significant difference in terms of ICT competencies. It was also found that technostress levels were significantly lower in groups that used technology more intensively. In conclusion, the findings suggest that developing teacher candidates' technological skills and enhancing their self-efficacy may play an important role in reducing technostress and strengthening digital pedagogical competencies.