Predicting teachers' techno-stress in virtual teaching based on negative orientation to the problem and self-disempowerment

Document Type : Original Article

Authors

1 Assistant Professor of Psychology. Payame Noor University .tehrann / Iran

2 Doctoral student of Payam Noor University

10.30473/jpsy.2025.72277.1073

Abstract

The present study was conducted with the aim of investigating the techno-stress prediction of teachers in virtual teaching based on negative orientation to the problem and self-disempowerment. The present study, in terms of its objective, is part of applied research, and in terms of method, it is in the form of a correlational design. The statistical population included all primary school teachers in Karaj city in the academic year 1402-1403, of which 200 people were selected as a sample using available and non-random sampling method. The data were collected by using Technostress Questionnaires of Fan and colleagues (2008), Negative Problem Orientation Questionnaire (2005) and Self-Impairment Questionnaire Jones and Radwalt (1990). Data analyzed using Pearson's correlation and regression in Spss software version 22. The findings of the research showed that negative orientation to the problem and self-disempowerment were able to predict teachers' techno-stress in virtual teaching (p<0.05) and in total explain 30.5% of the variance of teachers' techno-stress in virtual teaching. Therefore, it can be concluded that teachers' techno-stress in virtual teaching can predicted based on negative orientation towards problems and self-disability and the need to pay attention to these factors seems necessary to reduce techno-stress in employees.

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