Investigation of the relationship between teachers' technostress levels and technology acceptance status towards information and communication technologies

This study examines the relationship between teachers' technostress levels and their technology acceptance of information and communication technologies. The sample of the study consists of 380 teachers from different school types and different branches working in kindergarten, primary school, secondary school, and high school public schools in Balıkesir province in the 2022-2023 academic year. The relational survey model, one of the quantitative research methods, was used in the study. Personal Information Form, Scale for Determining Teachers' Technostress Levels, and Technology Acceptance Scale for Teachers were used as data collection tools. For data analysis, normality tests, descriptive statistics, t-tests, one-way ANOVA tests, Pearson Correlation and Post Hoc statistical tests were used with the SPSS 24.0 program. As a result of the research, it was found that teachers' technostress levels were at a medium level and their acceptance of information and communication technologies was at a high level. Teachers' technostress levels do not differ significantly according to gender, age, education, seniority, and branch variables. On the other hand, teachers' acceptance of information and communication technologies varies considerably according to gender, seniority, and branch variables, but does not differ significantly according to age and education variables. In the study, there is an inverse negative relationship between teachers' technostress levels and sub-dimensions and their technology acceptance levels and sub-dimensions towards information and communication technologies.