Investigation of the relationship between teachers' problem-solving skills and technostress levels

In this study, it is aimed to evaluate the relationship between teachers' problem-solving skills and their technostress levels. The sample of the study was reached by stratified random sampling method by participating from 81 provinces, and the study group consists of 3143 teachers working in public schools in the 2020-2021 academic year. The "Adult Problem-Solving Skills Scale" developed by Yaman and Dede (2008) was used in order to measure the problem-solving skills of teachers in data collection. In addition, "Teachers' Technostress Levels Scale" developed by Çoklar, Efilti, and Şahin (2017) was used to measure teachers' technostress levels. Pearson product-moment correlation analysis, multiple linear regression analysis, One-Way Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA), and two-way MANOVA analyzes were used in the analysis of the data. According to the research findings; It has been seen that the problem-solving skill levels of the teachers are high and their technostress levels are moderate. It was found that the problem-solving skills of the teachers differentiated significantly according to the variables of age, education level, professional seniority, institution and job status; however, it was found that there was no significant difference according to gender, branch, marital status and place of residence. In addition, teachers' technostress levels differentiated according to gender, professional seniority, branch, education level, institution and job status; however, it was seen in the research findings that there was no significant difference according to age, marital status and place of residence. In addition, it was found that there is a significant and negative relationship between technostress and problem-solving skills, and that the role of technostress on problem solving skills is at a significant level.