Information and Communications Technology (ICT) Competence, Workload and Technostress Among Public School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I4.273Keywords:
Digital Integration, ICT Competence, Public School Teachers, Teacher Workload, Technostress, Workload RationalizationAbstract
This study examined information and communications technology (ICT) competence, workload, and technostress among public elementary school teachers in Ubay I, Ubay II, and Ubay III Districts, Bohol, during School Year 2026–2027, focusing on demographic differences and the predictive contributions of ICT competence and workload to technostress. Using a quantitative predictive-inferential design, the study surveyed 219 teachers through a structured questionnaire. Data were analyzed using descriptive statistics, Mann–Whitney U and Kruskal–Wallis tests, post hoc comparisons, and multiple linear regression. Results showed moderate ICT competence (M = 3.01), workload (M = 2.77), and technostress (M = 2.69). Pedagogical ICT skills were the least developed competence dimension (M = 2.92), while time pressure (M = 2.95) and techno-invasion (M = 2.98) were the most prominent workload and technostress concerns, respectively. Technostress differed significantly by age, position, and ICT training hours. ICT competence and workload jointly explained 35.2% of technostress variance (R² = .352), but only workload was a significant individual predictor (β = .540, p < .001). The findings indicate that workload demands are more strongly associated with technostress than ICT competence within this sample. Schools should prioritize workload rationalization, manageable digital communication, practical ICT training, and accessible technical support. The district-specific, questionnaire-based design limits broader generalization, while substantial unexplained variance suggests additional influences. By informing locally responsive interventions, the study supports teacher well-being, sustainable digital integration, and Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth). Its evidence may guide district supervisors and school administrators in prioritizing resources.
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