Exploring Factors Influencing Stress Management among Indiana Aerospace University Teachers and Students When Adapting to Online Learning Platforms
DOI:
https://doi.org/10.65339/ijsis.V1.I2.63Keywords:
Academic Workload, Emotional Well-Being, Physical Well-Being, Procrastination, Stress Management, TechnostressAbstract
This study examined the perceived physical, mental, and emotional factors associated with stress among teachers and Senior High School students of Indiana Aerospace University while adapting to online learning platforms. The study was conceptually anchored in the Job Demands–Resources perspective and the concept of technostress to explain how academic, technological, physical, and social demands may interact with available personal and institutional resources. It employed qualitative and quantitative approaches, incorporating a narrative orientation and a descriptive survey design. A survey questionnaire was distributed through social media platforms, while percentage and weighted mean were used to analyze the responses. Although the methodology identified 50 respondents, the Results section reported findings from 39 respondents; thus, the reported statistical results were based on the latter. Physical factors associated with stress included physical discomfort, fatigue and headache, irregular meal schedules, and altered sleeping patterns. Among the mental factors, procrastination obtained the highest weighted mean, followed by lack of self-motivation and heavy workload, lack of concentration, and difficulty transitioning to a new routine and environment. Frustration emerged as the highest-rated emotional factor, followed by severe emotional distress, emotional drain, communication difficulties, and social isolation. Overall, the findings indicate that stress during online learning was multidimensional, encompassing physical routines, academic and self-regulatory demands, communication, social interaction, and emotional well-being. The study recommends constructive stress management, adequate rest, physical activity, appropriate personal boundaries, and effective planning, while future studies should examine additional stressors and coping strategies. The study supports SDG 3 on Good Health and Well-Being and SDG 4 on Quality Education, with a secondary connection to SDG 9 on Industry, Innovation and Infrastructure. Its sustainability contribution lies in promoting healthier, more supportive, human-centered, and institutionally sustainable approaches to technology-enabled education.
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