Determinants of Blended Teaching-Learning Performance in New Normal Environment: Exploring the Role of Teachers' Technostress as Mediation

Abstract

This research desires to analyze the determinants of blended teaching-learning performance in the new typical environment by exploring the role of teachers' technostress as mediation. This study uses a quantitative approach. Quantitative research methods aim to test the hypotheses that have been set. This approach uses numerical results from measurements made using a questionnaire about the study's variables. Using the complete sampling technique, which involves selecting the whole population as the research sample, it consisted of senior high school teachers in South Sumatra. The researchers used 712 research data in this investigation. The research used the structural approach of the Equation Model (SEM) and the intelligent application of PLS for analysis. According to the outcomes of this investigation, understanding technical and pedagogical content has a considerable positive impact on blended learning and teaching performance and teachers' technostress. Teachers' self-efficacy has a considerable positive impact on combined learning-teaching performance and blended teaching-learning performance and is significantly mediated by teachers' technological stress. Teacher experience significantly impacts teachers' technostress and is mediated considerably by teachers' technostress. Administration and school support show a considerable positive impact on blended teaching and learning performance and teachers' technostress, which is significantly mediated by teachers' technostress. Teachers' technological stress has a large positive effect on combined teaching-learning performance.